TY - JOUR
T1 - Awareness and acceptance of ChatGPT as a generative conversational AI for transforming education by Ghanaian academics
T2 - A two-phase study
AU - Adarkwah, Michael Agyemang
AU - Amponsah, Samuel
AU - van Wyk, Micheal M.
AU - Huang, Ronghuai
AU - Tlili, Ahmed
AU - Shehata, Boulus
AU - Metwally, Ahmed Hosny Saleh
AU - Wang, Huanhuan
N1 - Publisher Copyright:
© 2023. Michael Agyemang Adarkwah, Samuel Amponsah, Micheal M van Wyk, Ronghuai Huang, Ahmed Tlili, Boulus Shehata, Ahmed Hosny Saleh Metwally, and Huanhuan Wang.
PY - 2023/6/29
Y1 - 2023/6/29
N2 - By increasing technology trend awareness, individuals can leverage novel and ground-breaking technologies to complete mundane activities and buy time to focus on other projects. This article presents an overview of why there is a slow pace of digital transformation in education in Ghana using ChatGPT (an advanced chatbot) as a case scenario. In this two-phase study, which used a triangulation approach (an exploratory sequential design), we found that most of the authors of publications about ChatGPT were not from the African continent or were affiliated with international institutions. A thematic analysis of interview data involving 34 academics in Ghana about ChatGPT revealed that most academics had limited knowledge about ChatGPT and artificial intelligence-powered chatbots. The main themes generated comprised the purpose of ChatGPT and chatbots, their usability and accuracy, and ChatGPT and artificial intelligence (AI) enthusiasm. The quantitative phase of the study surveyed the views of 50 academics who confirmed the minimal awareness of ChatGPT by Ghanaian academics. There were mixed views about the relevance and usefulness of ChatGPT in work-related tasks. Following the findings, we provide ways to create technology trend awareness for academics from African countries like Ghana to transition from being “laggards” to “early adopters”, as explained by Rogers’ diffusion of innovation theory. The findings call for policymakers and educators to promote technological awareness.
AB - By increasing technology trend awareness, individuals can leverage novel and ground-breaking technologies to complete mundane activities and buy time to focus on other projects. This article presents an overview of why there is a slow pace of digital transformation in education in Ghana using ChatGPT (an advanced chatbot) as a case scenario. In this two-phase study, which used a triangulation approach (an exploratory sequential design), we found that most of the authors of publications about ChatGPT were not from the African continent or were affiliated with international institutions. A thematic analysis of interview data involving 34 academics in Ghana about ChatGPT revealed that most academics had limited knowledge about ChatGPT and artificial intelligence-powered chatbots. The main themes generated comprised the purpose of ChatGPT and chatbots, their usability and accuracy, and ChatGPT and artificial intelligence (AI) enthusiasm. The quantitative phase of the study surveyed the views of 50 academics who confirmed the minimal awareness of ChatGPT by Ghanaian academics. There were mixed views about the relevance and usefulness of ChatGPT in work-related tasks. Following the findings, we provide ways to create technology trend awareness for academics from African countries like Ghana to transition from being “laggards” to “early adopters”, as explained by Rogers’ diffusion of innovation theory. The findings call for policymakers and educators to promote technological awareness.
KW - Artificial intelligence (AI)
KW - ChatGPT
KW - chatbots
KW - conversational agents
KW - diffusion of innovation
KW - technology awareness
UR - http://www.scopus.com/inward/record.url?scp=85176288443&partnerID=8YFLogxK
U2 - 10.37074/jalt.2023.6.2.26
DO - 10.37074/jalt.2023.6.2.26
M3 - Article
AN - SCOPUS:85176288443
SN - 2591-801X
VL - 6
SP - 78
EP - 93
JO - Journal of Applied Learning and Teaching
JF - Journal of Applied Learning and Teaching
IS - 2
ER -