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Artificial Intelligence and Cognitive Development Among Students in Selected Tertiary Institutions in Nasarawa State, Nigeria

Anzaku D. I. Edward, Kuje A. Emmanuel, Likeing Martin

Abstract

This study investigates the effect of Artificial Intelligence (AI) on cognitive development among students of selected tertiary institutions in Nasarawa State, Nigeria. Using a cross-sectional survey of 1,200 students, the results show both positive and negative effects. Positive effects include improved critical thinking, problem-solving, and analytical reasoning, while negative effects include student laziness and a reduction in reading culture. The study also reveals that inadequate infrastructure and lack of trained personnel hinder AI integration. It recommends that institutions invest in AI infrastructure and provide training for lecturers.

Keywords

Artificial IntelligenceCognitive DevelopmentTertiary InstitutionsNasarawa State

References

Rose, L., et al. (2021). Memory Retention in Preschoolers: Comparing AI-Based and Traditional Learning Methods. Developmental Psychology, 57(3), 382-394. Rossi, F. (2019). Building Trust in Artificial Intelligence. Journal of International Affairs, 72(1), 127-134. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Zhu, W., & Ren, S. (2020). The application of artificial intelligence in early childhood education: Problems and countermeasures. Open Journal of Social Sciences, 8(2), 188-196. Zobel, T., et al. (2023). Introducing a Smart Learning Assistant on a MOOC Platform: Enhancing Personalized Learning Experiences. IEEE 2nd German Education Conference (GECon).

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