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ABSTRACT
The use of Artificial Intelligence for study of Human Kinetics Programme will undoubtedly improve students’ learning of various concepts in Human Kinetics. However, the degree to which AI may be able to affect learning is dependent on the individual’s knowledge and perspective of artificial intelligence. It is against this background that the study investigated students' perceptions of the impact of artificial intelligence (AI) on learning performance in the Human Kinetics programme. The study employed a quantitative research approach and a sample size of 110 students were selected from the University of Benin. A well structured questionnaire of reliability index of 6.9 was used as an instrument for data collection.
Findings from the study showed that undergraduate students of Human kinetics in the University of Benin have a positive perception on the impact of Artificial Intelligence on their learning; however, they are still unfamiliar with the operations of Artificial Intelligence, hence, have a very low knowledge of application of Artificial Intelligence for academic purposes.
Based on the findings of the study; the following recommendations were made; The department of Human Kinetics should provide opportunities for lecturers to develop AI-related skills and knowledge through professional development programs. This includes training in data literacy, AI literacy, and understanding the ethical implications of AI in education. Students should be equipped with the necessary skills to effectively leverage AI tools and technologies. The department should support evidence-based practices in integrating AI in teaching and research. This involves conducting rigorous empirical research to assess the impact of AI tools and technologies on student learning outcomes, students' workload, and productivity. Evidence-based insights can inform decision-making and guide the effective implementation of AI in higher education.
