Students’ Perceptions on the Use of Generative AI in Enhancing Teaching and Learning Computer Science Courses
| dc.contributor.author | Mwaniki, Susan | |
| dc.contributor.author | Araka, Eric | |
| dc.contributor.author | Kituku, Benson | |
| dc.contributor.author | Maina, Elizaphan | |
| dc.date.accessioned | 2025-09-30T13:02:12Z | |
| dc.date.available | 2025-09-30T13:02:12Z | |
| dc.date.issued | 2025 | |
| dc.description | Research Paper | |
| dc.description.abstract | This research study examines the perception of third-year computer science students in Kenya towards the use of Generative Artificial Intelligence tools in their studies. The researchers used descriptive research design to understand student attitudes, the perceived usefulness of Generative Artificial Intelligence, and the challenges they face. The study finds that students generally see Generative Artificial Intelligence tools as beneficial for learning, especially in areas like coding and research. However, they also identify concerns about over-reliance on Generative Artificial Intelligence, accuracy of information, and ethical considerations, such as plagiarism. The study concludes that Generative Artificial Intelligence can be valuable in computer science education, however, it should be used reliably and balanced with traditional teaching methods to ensure critical thinking and creativity. | |
| dc.description.sponsorship | Kenya Education Network (KENET) | |
| dc.identifier.citation | Mwaniki, S., Araka, E., Kituku, B., & Maina, E. (2025, May). Students' Perceptions on the Use of Generative AI in Enhancing Teaching and Learning Computer Science Courses. In 2025 IST-Africa Conference (IST-Africa) (pp. 1-11). IEEE. | |
| dc.identifier.isbn | 978-1-905824-75-5 | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/31481 | |
| dc.language.iso | en | |
| dc.publisher | IST-Africa | |
| dc.title | Students’ Perceptions on the Use of Generative AI in Enhancing Teaching and Learning Computer Science Courses | |
| dc.type | Article |