The Impact of the Usage of Generative AI on Academic Engagement of Students: A Case Study at a College of Education in Ghana

Abstract

This study investigated the impact of generative AI usage on academic engagement among students at a selected College of Education in Ghana. The study aimed to examine the kinds of generative AI tools, identify the different ways students utilize these GenAI in their learning, and assess the overall influence on their academic engagement by employing a sequential explanatory mixed-methods design. This design was chosen to provide a comprehensive understanding through both quantitative and qualitative data.
Ninety-four students participated in the quantitative phase via purposive sampling and completed a survey examining the types of generative AI tools they use and the effects on their academic engagement. Additionally, twelve students were interviewed to gather in-depth qualitative insights that could not be captured by the survey.
Findings
Revealed that generative AI positively influences students’ academic engagement and improves their learning environment. It serves as an effective tool to enhance learning and engagement. However, findings from some respondents via qualitative interview reveal that, excessive reliance on generative AI also poses risks by encouraging laziness and overdependence, less creativity and immersive engagement due to easy access to the AI tools, which may affect academic integrity.
The implication for this study is that generative AI tools like ChatGPT spark curiosity by offering instant feedback, tailored learning journeys, and interactive experiences that turn complex concepts into manageable insights.
The study highlights generative AI as a double-edged tool: while it empowers students with efficiency, creativity, and deeper engagement, it also risks encouraging shortcuts, dependency, and ethical breaches. Ensuring responsible and ethical integration of AI is therefore vital, with academic integrity anchored in fairness, honesty, and originality remaining at the heart of scholarly practice.