Abstract
| Despite the growing integration of Generative AI (GAI) tools in higher education, disparities in adoption, engagement, and skill development persist among students. These disparities may be influenced (and potentially further exacerbated) by factors such as socioeconomic status (SES), varying levels of institutional support, and differences in faculty practices (Abbasi et al., 2024; Almassaad et al., 2024; Chung, 2015). This study illustrates the roles of perceived usefulness, socioeconomic status, institutional support, and faculty affiliation in shaping students’ interactions with GAI tools. Data was collected through an anonymised survey completed by 581 consenting students from five faculties at a research-intensive South African university. Through an explanatory quantitative research strategy, statistical tests (including Spearman Rank Correlation, Mann-Whitney U Test, Kruskal-Wallis H Test, and Chi-Square Test), reveal that perceived usefulness significantly drives engagement ( | p | = 0.531, p < 0.001), while socioeconomic disparities impact engagement frequency (p = 0.0449). Institutional support enhances self-efficacy in reading and writing (p = 0.0303), and engagement positively correlates with skill development outcomes such as writing ( | p | = 0.2524, p < 0.001). The study was framed by the Adoption, Inclusion and Engagement (AIE) framework developed specifically for this study. Informed by the Technology Acceptance Model, Digital Divide Theory, Self-Efficacy Theory, and underpinned by Socio-Constructivist Learning Theory, the AIE framework highlights the intersection of technology adoption, inclusive practices, and active engagement. Future research should focus on integrating GAI tools into curricula across disciplines, providing guidelines for use, and addressing socioeconomic barriers to access of the tools. |
Presenters
Malcolm Roy WeaichLecturer, School of Construction Economics and Management, University of Witwatersrand Johannesburg, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI, ENGAGEMENT, PERCEIVED USEFULNESS, SOCIOECONOMIC STATUS, SELF-EFFICACY, DIGITAL DIVIDE
