The use of generative artificial intelligence (AI) in academic research A study of postgraduate students at University of Education, Winneba

Abstract

This article explores the use of generative (AI) in academic research at the University of Education, Winneba (UEW). With the pervasion of artificial intelligence, there have been debates about its applications and implications on various sectors including teaching and learning in higher education institutions. Given the spread and use of generative (AI) tools, several scholars have conducted different studies of these communication tools from the lens of the Global North with relatively little attention on their influence in the Global South including Africa and particularly Ghana. In other words, little work has been done on how generative (AI) is changing academic activities including research in Africa and Ghana. For example, the few studies on artificial intelligence in Ghana have largely focused on the use of generative AI by faculty members in higher education with little done on how students have accepted and utilized the tools in academic work. This article addresses this gap by examining what postgraduate students at University of Education, Winneba are using generative (AI) tools in their academic research for. Utilizing a qualitative approach, this study collected data through interviews and focus group discussion for detailed insights into the experiences and motivations of graduate students in utilizing generative (AI) in academic research. The study revealed that postgraduate students are integrating generative AI tools in academic research, for example, to improve the quality of writing; reduce grammatical errors; and facilitate efficient access to research materials. These tools reduce the cognitive load associated with academic tasks, allowing postgraduate students to focus more on critical thinking and creativity. However, the study identified the potential risk for over-reliance on generative AI tools, which could lead to diminished writing skills and critical thinking abilities over time. As generative AI tools enhance the academic research and learning outcomes, there is the need for balanced approach to their integration into academic research including equipping postgraduate students with the necessary skills for responsible and ethical use.