Problem statement

The invention of artificial intelligence (AI) has transformed learning, causing the emergence of different learning patterns which blended learning is part of. This underscores why this study explores undergraduates’ perceptions and anxieties on AI integration into blended learning.

Method

The population of this study is 1523 undergraduates of Kwara State University, Malete, Nigeria. Krejcie and Morgan Table was used to select 371 respondents who are chosen randomly. A self-developed questionnaire was used for data collection. The Cronbach Alpha reliability of the questionnaire was 0.72. Data collected was downloaded in csv format and analysed with SPSS, using frequencies, percentages and mean (X̅).

Results

Findings revealed that the respondents are apprehensive because the use of AI for learning will cause changes in teaching (X̅ = 2.94), lack of control on the use of AI for learning (X̅ = 2.85) and use of AI for learning will cause overdependence on it (X̅ = 2.80). Furthermore, the respondents perceived that AI is powerful for solving complex learning problems (X̅ = 334), enable learning solutions (X̅ = 3.34), enhance learning outcomes (X̅ = 3.32), personalise learning experience (X̅ = 3.32), strengthen digital literacy skills (X̅ = 3.27) and make learning efficient (X̅ = 3.25). Moreso, AI makes the respondents learn remotely (X̅ = 3.37), creates flexible pathways for learning (X̅ = 3.30) and allows access to information about their courses (X̅ = 3.26). However, poor Internet bandwidth (X̅ = 3.40), inadequate funding of the university to acquire AI infrastructure needed for blended learning (X̅ = 3.06), lecturers resisted using AI for learning enhancement (X̅ = 2.85) and doubt of the quality and accuracy of AI-generated contents (X̅ = 2.82) affect the integration of AI into blended learning.

Conclusion

This study concludes that undergraduates of LIS have different perceptions and anxieties about AI.