Effectiveness of Artificial Intelligence Tools in Teaching and Learning in Higher Education Institutions in Kenya

Abstract

The purpose of this study was to evaluate the effectiveness of Artificial Intelligence (AI) tools in teaching and learning in higher education institutions in Kenya, specifically focusing on Intelligent Tutoring Systems (ITS), Adaptive Learning Platforms, Virtual Learning Assistants (VLAs), Automated Grading Systems and Learning Analytics Systems (LAS), their accessibility use and its effectiveness in teaching and learning. The study employed a mixed-methods research design, combining both quantitative and qualitative approaches, to gather comprehensive data from faculty members, students, and administrators across 15 selected public and private universities and technical colleges in Kenya. The findings indicated that the accessibility of AI tools in institutions of higher learning in Kenya is significantly limited. A large majority of respondents expressed that AI tools are not readily available, highlighting disparities in access across different departments and projects within institutions. In terms of usage, the integration of AI tools into teaching and learning practices is still in its early stages in most institutions and where they are available they are not always well-integrated with existing curricula, leading to limited and uneven adoption across different disciplines. Despite these challenges, those who have begun using AI tools have reported benefits such as personalized learning, more efficient assessment processes, and enhanced feedback mechanisms, indicating that AI has the potential to transform educational practices if more effectively utilized. Findings further established a significant correlation between AI tools and effective teaching and learning in institutions of higher learning in Kenya (r = .781; p = .000). The study noted that while AI can significantly improve the educational experience, its current impact is constrained by several factors. Faculty members' unfamiliarity with AI, the lack of comprehensive training, and the inadequate integration of AI tools into the curriculum are major barriers to their effective use. However, where AI has been successfully implemented, it has contributed to better learning outcomes, higher student engagement, and more personalized feedback. The study recommended that institutions must invest in infrastructure, ongoing professional development, and curriculum integration, ensuring that AI tools are both accessible and effectively used to enhance teaching and learning outcomes.