Determinants of artificial intelligence use in research at higher learning institutions of Tanzania

Augustino Peter Mbilinyi; Nicholous  Mwalukasa; Michael Mahenge,

doi:10.51867/AQSSR.2.3.27

Authors

Augustino Peter Mbilinyi Mzumbe University, Tanzania Author https://orcid.org/0009-0004-1733-5736
Dr. Nicholous Mwalukasa Sokoine University of Agriculture (SUA), Tanzania Author https://orcid.org/0009-0001-2284-0639
Dr. Michael Mahenge, Sokoine University of Agriculture (SUA), Tanzania Author https://orcid.org/0000-0003-1022-3411

DOI:

https://doi.org/10.51867/AQSSR.2.3.27

Keywords:

AI Tools, Artificial Intelligence, Higher Learning Institutions, Research, Tanzania, UTAUT

Abstract

Artificial Intelligence (AI) is increasingly recognized as a transformative tool in higher education, yet its adoption for research purposes in Tanzanian Higher Learning Institutions (HLIs) remains limited. This study assessed the determinants of using AI in HEIs of Tanzania, specifically, the study examined the extent of AI usage in research and the factors influencing its adoption, it was guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A cross-sectional research design with a mixed-methods approach was used. The target population for the study comprised 1872 academic staff, however, only 253 participants were studied. The study sample was selected using systematic, purposive, and convenience sampling techniques from Sokoine University of Agriculture (SUA), Mbeya University of Science and Technology (MUST), and the University of Dodoma (UDOM). Collected data was coded on IBM SPSS version 20. Descriptive statistical analysis, such as mean, frequency, and percentages, was used, and multiple linear regression was used to analyze the determinants of using AI in Research activities. The findings revealed that AI tools, such as Grammarly, QuillBot, and ChatGPT, were primarily used for research tasks such as grammar checking, paraphrasing, and brainstorming ideas. Moreover, ChatGPT was used in brainstorming and literature reviews. Furthermore, the study reveals that performance expectancy (β=0.23), effort expectancy (β =0.20), teaching experience (β =-.039), and workload (β =-.083) significantly influenced AI adoption. The study concludes that AI tools were seldom used for research purposes. The study recommends that, in order to enhance AI usage, there is a need for universities to create awareness and increase knowledge on AI among academics, as well as to integrate AI tools into the research life cycle.

References

Abramo, G., & D'Angelo, C. A. (2014). How do you define and measure research productivity? Scientometrics, 101(2), 1129-1144. https://doi.org/10.1007/s11192-014-1269-8 DOI: https://doi.org/10.1007/s11192-014-1269-8

Aithal, P. S., & Aithal, S. (2023). Optimizing the use of artificial intelligence-powered GPTs as teaching and research assistants by professors in higher education institutions: A study on smart utilization. International Journal of Management, Technology, and Social Sciences, 8(4), 368-401. https://doi.org/10.47992/IJMTS.2581.6012.0326 DOI: https://doi.org/10.47992/IJMTS.2581.6012.0326

Alotaibi, N. S., & Alshehri, A. H. (2023). Prospers and obstacles in using artificial intelligence in Saudi Arabia higher education institutions: The potential of AI-based learning outcomes. Sustainability, 15(13), 10723. DOI: https://doi.org/10.3390/su151310723

https://doi.org/10.3390/su151310723

Alshehhi, K., Cheaitou, A., & Rashid, H. (2022). Adoption frameworks for artificial intelligence in the public sector: A systematic review of literature. In Proceedings of the 3rd South American International Industrial Engineering and Operations Management (pp. 919-929).

Arslan, N., Youssef, M. H., & Ghandour, R. (2025). AI and learning experiences of international students studying in the UK: An exploratory case study. AIIE, 1(1), 1-23. https://doi.org/10.1108/AIIE-10-2024-0019 DOI: https://doi.org/10.1108/AIIE-10-2024-0019

Barrot, J. S. (2025). Balancing innovation and integrity: An emerging technology report on SciSpace in academic writing. Technology, Knowledge and Learning, 30(1), 587-592. https://doi.org/10.1007/s10758-024-09802-w DOI: https://doi.org/10.1007/s10758-024-09802-w

Bolaños, F., Salatino, A., Osborne, F., & Motta, E. (2024). Artificial intelligence for literature reviews: Opportunities and challenges. Artificial Intelligence Review, 57(10). https://doi.org/10.1007/s10462-024-10902-3 DOI: https://doi.org/10.1007/s10462-024-10902-3

Buraimoh, O. F., Boor, C. H. M., & Aladesusi, G. A. (2023). Examining facilitating condition and social influence as determinants of secondary school teachers' behavioural intention to use mobile technologies for instruction. Indonesian Journal of Educational Research and Technology, 3(1), 25-34. https://doi.org/10.17509/ijert.v3i1.44720 DOI: https://doi.org/10.17509/ijert.v3i1.44720

Callum, K. Mac, & Jeffrey, L. (2013). The influence of students' ICT skills and their adoption of mobile learning. Australasian Journal of Educational Technology, 29(3), 303-314. https://doi.org/10.14742/ajet.298 DOI: https://doi.org/10.14742/ajet.298

Chatterjee, S., & Bhattacharjee, K. K. (2020). Adoption of artificial intelligence in higher education: A quantitative analysis using structural equation modelling. Education and Information Technologies, 25(5), 3443-3463. DOI: https://doi.org/10.1007/s10639-020-10159-7

https://doi.org/10.1007/s10639-020-10159-7

Chen, G., & Fan, J. (2024). Exploring artificial intelligence (AI) chatbots adoption among research scholars using unified theory of acceptance and use of technology (UTAUT). Journal of Librarianship and Information Science, 0(0), 1-19. https://doi.org/10.1177/09610006241269189 DOI: https://doi.org/10.1177/09610006241269189

Chui, H. C. (2022). The QuillBot grammar checker: Friend or foe of ESL student writers? Journal of Creative Practices in Language Learning and Teaching, 10(1), 10-31.

Chukwuere, J. E. (2024). Today's academic research: The role of ChatGPT writing. Journal of Information Systems and Informatics, 6(1), 30-46. https://doi.org/10.51519/journalisi.v6i1.639 DOI: https://doi.org/10.51519/journalisi.v6i1.639

Coetzee, D. (2024). Publicly available AI access and integration in African higher education: Usage, impact, and barriers in the continent's largest regional economies. November, 1-21. https://doi.org/10.13140/RG.2.2.18593.21601

D'Arrietta, L. M., Vangaveti, V. N., Crowe, M. J., & Malau-Aduli, B. S. (2024). Exploring the motivation of health professionals to engage with research at various career stages. BMC Health Services Research, 24(1), 1-14. https://doi.org/10.1186/s12913-024-10772-z DOI: https://doi.org/10.1186/s12913-024-10772-z

Devi, A., Barooah, P. K., & Ahmed, Z. (2024). Enhancing literature review through AI-based research tools: A comparative study of SciSpace and Semantic Scholar. International Research Journal, 11(7), a778-a785.

Dorta-, M. I., Dorta-Gonz, P., L, A. J., & Gonz, S. M. (2024). Generative artificial intelligence usage by researchers at work: Effects of gender, career stage, type of workplace, and perceived barriers. Telematics and Informatics, 94, 102187. https://doi.org/10.1016/j.tele.2024.102187 DOI: https://doi.org/10.1016/j.tele.2024.102187

Duong, C. D., Vu, T. N., & Ngo, T. V. N. (2023). Applying a modified technology acceptance model to explain higher education students' usage of ChatGPT: A serial multiple mediation model with knowledge sharing as a moderator. The International Journal of Management Education, 21(3), 100883. https://doi.org/10.1016/j.ijme.2023.100883 DOI: https://doi.org/10.1016/j.ijme.2023.100883

Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., Duan, Y., Dwivedi, R., Edwards, J., Eirug, A., Galanos, V., Ilavarasan, P. V., Janssen, M., Jones, P., Kar, A. K., Kizgin, H., Kronemann, B., Lal, B., Lucini, B., … Williams, M. D. (2021). Artificial intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 57, 0-1. https://doi.org/10.1016/j.ijinfomgt.2019.08.002 DOI: https://doi.org/10.1016/j.ijinfomgt.2019.08.002

Ferede, B., Elen, J., Van Petegem, W., Bekele, A., & Goeman, K. (2023). Determinants of instructors' educational ICT use in Ethiopian higher education. Education and Information Technologies, 27, 917-936. https://doi.org/10.1007/s10639-021-10606-z DOI: https://doi.org/10.1007/s10639-021-10606-z

Goswami, A., & Dutta, S. (2016). Gender differences in technology usage-A literature review. Open Journal of Business and Management, 4(1), 51-59. https://doi.org/10.4236/ojbm.2016.41006 DOI: https://doi.org/10.4236/ojbm.2016.41006

Henry, C., Ghani, N. A., Marshida, U., Hamid, A., & Bakar, A. N. (2020). Factors contributing towards research productivity in higher education. International Journal of Evaluation and Research in Education, 9(1), 203-211. https://doi.org/10.11591/ijere.v9i1.20420 DOI: https://doi.org/10.11591/ijere.v9i1.20420

Jain, R., Garg, N., & Khera, S. N. (2022). Adoption of AI-enabled tools in social development organizations in India: An extension of UTAUT model. Frontiers in Psychology, 13, 1-17. https://doi.org/10.3389/fpsyg.2022.893691 DOI: https://doi.org/10.3389/fpsyg.2022.893691

Jain, S. J., Sibbu, K., & Kuri, R. (2023). Conducting effective research using SciSpace: A practical approach. November, 1-13. https://doi.org/10.22541/au.170111059.99508682/v1 DOI: https://doi.org/10.22541/au.170111059.99508682/v1

Kadikilo, A. C., Nayak, P., & Sahay, A. (2024). Barriers to research productivity of academics in Tanzania higher education institutions: The need for policy interventions. Cogent Education, 11(1), 1-20. https://doi.org/10.1080/2331186X.2024.2351285 DOI: https://doi.org/10.1080/2331186X.2024.2351285

Kangiwa, B. I., & Shehu, N. A. (2024). Awareness and utilization of ChatGPT among academic staff of Federal College of Education (Technical) BICHI. International Journal of Educational Research and Library Science, 4(8), 193-204.

Khalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Computer Methods and Programs in Biomedicine Update, 5(March), 100145. https://doi.org/10.1016/j.cmpbup.2024.100145 DOI: https://doi.org/10.1016/j.cmpbup.2024.100145

Khanfar, A. A., Kiani, R., Mohammad, M., & Denise, I. (2024). Determinants of artificial intelligence adoption: Research themes and future directions. Information Technology and Management, 1-21. https://doi.org/10.1007/s10799-024-00435-0 DOI: https://doi.org/10.1007/s10799-024-00435-0

Kurup, S. V. G. (2022). Factors influencing the AI adoption in organizations. Metamorphosis, 21(2), 129-139. https://doi.org/10.1177/09726225221124035 DOI: https://doi.org/10.1177/09726225221124035

Lakshmi, A. J., Kumar, A., Kumar, M. S., Patel, S. I., Naik, S. K. L., & Ramesh, J. V. N. (2023). Artificial intelligence in steering the digital transformation of collaborative technical education. The Journal of High Technology Management Research, 34(2), 100467. https://doi.org/10.1016/j.hitech.2023.100467 DOI: https://doi.org/10.1016/j.hitech.2023.100467

Lashayo, D. M., Raphael, J., & Mhina, A. (2023). Evaluating the extent of adoption and integration of artificial intelligence content into computing curricula in high education institutions in Tanzania: A focus on the design and delivery of academic programmes. Business Education Journal, 9(1), 1-21.

Manyengo, P. R. (2024). Managing research in higher learning institutions (HLIs) in Tanzania: A systematic review on the best practices for using artificial intelligence. Journal of Issues and Practice in Education, 15(2), 125-129. DOI: https://doi.org/10.61538/jipe.v15i2.1392

https://doi.org/10.61538/jipe.v15i2.1392

Meneses, J. L., & Moreno, N. I. (2019). Factors influencing research productivity of Rizal Technological University: Input to research capability development program. International Journal of Education and Research, 7(3), 85-110.

Mercader, C. (2020). University teachers' perception of barriers to the use of digital technologies: The importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(4), 1-14. DOI: https://doi.org/10.1186/s41239-020-0182-x

https://doi.org/10.1186/s41239-020-0182-x

Mwalukasa, N. (2022). Mobile phones in enhancing education: Factors influencing their phones use in accessing academic information in Tanzania. Qualitative and Quantitative Methods in Libraries, 11(2), 229-248.

Mwalukasa, N. (2023). Postgraduate students' use of mobile phones as a supporting tool for learning at Sokoine University of Agriculture, Tanzania. International Journal of Education and Development Using Information and Communication Technology, 19(2), 136-147.

Nagy, A. S., Tumiwa, J. R., Arie, F. V., & Erdey, L. (2024). An exploratory study of artificial intelligence adoption in higher education. Cogent Education, 11(1), 1-15. https://doi.org/10.1080/2331186X.2024.2386892 DOI: https://doi.org/10.1080/2331186X.2024.2386892

Nascimento, A. M., & Nascimento, A. M. (2022). Factors influencing the adoption intention of artificial intelligence in small businesses. AIS Electronic Library (AISeL), 2022, 1-11.

Nja, C. O., Idiege, K. J., Uwe, U. E., Meremikwu, A. N., Ekon, E. E., Erim, C. M., Ukah, J. U., Eyo, E. O., Anari, M. I., Umalili, B., & Ukpepi, C. (2023). Adoption of artificial intelligence in science teaching: From the vantage point of the African science teachers. Smart Learning Environments, 10(1), 1-19. https://doi.org/10.1186/s40561-023-00261-x DOI: https://doi.org/10.1186/s40561-023-00261-x

Okunlaya, R. O., Syed Abdullah, N., & Alias. (2022). Artificial intelligence (AI) library services innovative conceptual framework for the digital transformation of university education. Library Hi Tech, 40(6), 1869-1892. DOI: https://doi.org/10.1108/LHT-07-2021-0242

https://doi.org/10.1108/LHT-07-2021-0242

Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge. DOI: https://doi.org/10.4324/9781003117452

https://doi.org/10.4324/9781003117445

Ponera, J. M., & Madila, S. S. (2024). Instructors' awareness of the use of artificial intelligence among higher education institutions in Tanzania. Edukasiana: Jurnal Inovasi Pendidikan, 3(3), 269-279. https://doi.org/10.56916/ejip.v3i3.714 DOI: https://doi.org/10.56916/ejip.v3i3.714

https://doi.org/10.56916/ejip.v3i3.714

Raheem, B. R., Anjum, F., & Ghafar, Z. N. (2023). Exploring the profound impact of artificial intelligence applications (Quillbot, Grammarly and ChatGPT) on English academic writing: A systematic review. 1(10), 599-622.

Rana, M., Safaet, M., Sakib, N., & Ahamed, R. (2024). Assessing AI adoption in developing country academia: A trust and privacy-augmented UTAUT framework. Heliyon, 10(18), e37569. https://doi.org/10.1016/j.heliyon.2024.e37569 DOI: https://doi.org/10.1016/j.heliyon.2024.e37569

Sadallah, M. (2024). ChatGPT: A transformative role in academia - Insights into academic staff performance since adoption. Journal of Information, Communication and Ethics in Society, 94, 1-22. https://doi.org/10.1108/JICES-07-2024-0097 DOI: https://doi.org/10.1108/JICES-07-2024-0097

Sife, A., Lwoga, E., & Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and Development Using ICT, 3(2), 57-67.

Slimi, Z., & Carballido, B. V. (2023). Systematic review: AI's impact on higher education-learning, teaching, and career opportunities. TEM Journal, 12(3), 1627. https://doi.org/10.18421/TEM123-44 DOI: https://doi.org/10.18421/TEM123-44

SUA. (2023). Sokoine University of Agriculture transparent ranking report: (Top universities by citations in top Google Scholar profiles in Tanzania) July 2023 (pp. 1-7).

Sukums, F., Mzurikwao, D., Sabas, D., Chaula, R., Mbuke, J., Kabika, T., Kaswija, J., Ngowi, B., Noll, J., & Winkler, A. S. (2023). The use of artificial intelligence-based innovations in the health sector in Tanzania: A scoping review. Health Policy and Technology, 12(1), 100728. https://doi.org/10.1016/j.hlpt.2023.100728 DOI: https://doi.org/10.1016/j.hlpt.2023.100728

Tanzania Commission for Universities. (2024). VitalStats on university education in Tanzania 2023 (pp. 1-86).

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540 DOI: https://doi.org/10.2307/30036540

Wagner, G., Lukyanenko, R., & Par, G. (2022). Artificial intelligence and the conduct of literature reviews. Journal of Information Technology, 37(2), 209-226. https://doi.org/10.1177/02683962211048201 DOI: https://doi.org/10.1177/02683962211048201

Wang, Y., Liu, C., & Tu, Y.-F. (2021). Factors affecting the adoption of AI based applications in higher education: An analysis of teachers perspectives using structural equation modeling. Educational Technology & Society, 24(3), 116-129.

Widiati, U., Rusdin, D., & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective. Cogent Education, 10(2), 1-17. https://doi.org/10.1080/2331186X.2023.2236469 DOI: https://doi.org/10.1080/2331186X.2023.2236469

Zhu, J., Jiang, J., Yang, M., & Ren, Z. J. (2023). ChatGPT and environmental research. Environmental Science & Technology, 57, 17667-17670. https://doi.org/10.1021/acs.est.3c01818 DOI: https://doi.org/10.1021/acs.est.3c01818