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PUBLISHED DATE: - 28-09-2024
DOI: -
https://doi.org/10.37547/tajiir/Volume06Issue09-04
PAGE NO.: - 19-29
UNMASKING AI: HOW MEDIA SHAPES
STUDENTS' PERCEPTIONS AND ATTITUDES
TOWARDS TECHNOLOGY
Emmanuel Philip Ododo
Department of Computer and Robotics Education, University of Uyo, Akwa
Ibom State, Nigeria
Offiong, Asuquo Effiong
Department of Psychological Foundation of Education, Faculty of Education,
University of Uyo, Akwa Ibom State, Nigeria
Odiong, Uduakobong Ofonime
Educational Technology Department, Faculty of Education, University of
Uyo, Akwa Ibom State. Nigeria
Edet, Eno Etim
Department of Psychological foundations of Education, University of Uyo,
Akwa Ibom State, Nigeria
INTRODUCTION
Artificial intelligence (AI) is not a new concept, having its roots in ancient myths and philosophical
RESEARCH ARTICLE
Open Access
Abstract
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musings about creating intelligent beings.
Throughout history, the idea of machines capable
of human-like cognition and behavior evolved
from mere fantasy to tangible technology (Kumar,
2021; Yang, 2022). Early conceptions of AI were
abstract, embedded in stories about mechanical
beings and automata, gradually taking shape as
scientific inquiry advanced. Russell and Norvig
(2021) describe this progression as an ongoing
transformation from imagination to philosophy,
and ultimately into functional, sophisticated
computer systems. These early imaginings,
however, created an enduring legacy of both hope
and fear surrounding AI, which has persisted even
as the technology itself has advanced into practical
applications.
Despite the growing presence of AI in our daily
lives, many popular narratives about the
technology remain largely unrealistic, shaped by
cultural
representations
in
media
and
entertainment. These depictions have had a
profound influence, not only on the general public
but also on experts in the field, further
complicating the task of defining AI. Scholars like
Davis (2023) argue that while AI can be succinctly
described as a machine's ability to act sensibly and
proactively within its environment, popular
portrayals often exaggerate or distort these
capabilities. According to Matthews (2021), these
dramatized media narratives continue to shape
public perceptions and trust in AI, making it
essential to critically examine how the technology
is portrayed.
The media’s influence on AI perception is
undeniable. As AI technology permeates various
sectors
—
from healthcare and education to
transportation and commerce
—
its societal impact
has become a topic of intense scrutiny. Recent
advancements in big data, the Internet of Things
(IoT), and cloud computing have only amplified the
relevance of AI in shaping modern life (UNESCO,
2021). At its core, AI revolves around replicating
facets of human intelligence, including problem-
solving, learning, and creativity, in machines.
However,
as
Desai
(2020)
notes,
the
popularization of AI has also led to
misconceptions, particularly regarding the
technology's actual capabilities versus its
potential.
The term “artificial intelligence” was formally
introduced by John McCarthy during the
Dartmouth Research Project in 1955 (Patel, 2020).
This initiative laid the groundwork for
understanding AI as the process of enabling
machines to perform tasks that would typically
require human intelligence. Yet, the definition of
intelligence itself remains fluid, with scholars like
Fernandez and Smith (2023) acknowledging the
limitations of current definitions. Intelligence,
whether human or artificial, involves a complex
interplay of biological, psychological, and cultural
factors, and its full nature remains elusive.
The growing application of AI across various
domains has raised significant questions about its
impact on society. From healthcare innovations to
autonomous vehicles, AI's influence is vast and
pervasive, sparking both optimism and concern. As
evidenced by recent studies (Green, 2022), public
attitudes towards AI are deeply influenced by
media portrayals, particularly in entertainment.
These
narratives
can
create
unrealistic
expectations or unfounded fears, depending on
how AI is framed. This shaping of perceptions is
especially pertinent for younger audiences, such as
students, who are continually exposed to AI
narratives in the media (Diaz, 2023).
A recent survey by Brewer (2022) found that
media representations significantly influence how
the public perceives AI, often resulting in a skewed
understanding of the technology's actual potential
and limitations. This has led to the emergence of
what some scholars call the "Sociology of AI"
—
a
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growing subfield that explores the social
implications of AI's integration into everyday life
(Liu, 2021). The media’s role in constructing these
narratives is crucial, as it not only informs public
opinion but also shapes policy decisions and
research directions.
Understanding how students perceive AI is
particularly important. As future leaders, their
views on AI will directly impact how the
technology is developed, applied, and regulated.
Studies have shown that younger generations,
particularly university students, are more likely to
interact with AI technologies in their daily lives,
whether through social media algorithms, virtual
assistants, or automated systems (Hernandez,
2023). As such, their attitudes toward AI
—
shaped
by both personal experience and media
portrayals
—will be pivotal in determining AI’s
future societal role.
Given the limited research on students’ attitudes
toward AI in Nigeria, this study aims to fill a critical
gap. Existing literature, such as that of Owolabi et
al. (2021) and Noah et al. (2021), has largely
focused on workforce or sector-specific
applications of AI, leaving a gap in understanding
how the technology is perceived by those who will
be most affected by its future developments
—
students. By investigating students' perceptions,
this study not only contributes to the broader div
of knowledge but also provides insights into how
AI narratives influence young people in their
formative years. The findings will be crucial for
policymakers,
educators,
and
technology
developers in shaping the future of AI in society.
Research Questions
1.
What perception does students hold about
Artificial Intelligence?
2.
What is the awareness level of students’
technologies that uses artificial intelligence (AI)?
3.
What is the Perception of students on the
influence of media representations on their
attitudes towards artificial intelligence or
intelligent machines?
Hypotheses
1.
There is no significant difference between
the mean response of male and female students on
perception does students hold about Artificial
Intelligence.
2.
There is no significant difference between
the mean response of male and female students on
awareness level of students’ technologies that uses
artificial intelligence (AI).
3.
There is no significant difference between
the mean response of male and female students on
perception of students on the influence of media
representations on their attitudes towards
artificial intelligence or intelligent machines.
METHODOLOGY
The study population consisted of registered
undergraduate students in Public Universities in
Akwa Ibom State. This large and diverse group
provided an ideal context to investigate how
students perceive and react to the growing
influence of artificial intelligence (AI) as shaped by
media narratives. In order to obtain a
representative sample from this population, a
sample size of 391 students was determined using
Taro Yamane’s formula. This sampling method
ensures that the sample is statistically significant,
capturing the variability and trends present across
the student div while maintaining a manageable
number of respondents for practical data
collection.
The study employed a cross-sectional survey
research design, which allowed for the collection of
data at a specific point in time. This approach is
particularly useful in understanding students'
perceptions and attitudes, as it captures the views
and experiences of a diverse population without
the need for long-term observation. By taking a
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snapshot of attitudes within a single academic
year, the research can more accurately gauge how
contemporary media representations of AI
influence student perspectives in real-time.
To ensure that the sample was representative of
the entire student population, a multistage
sampling technique was used. This method
involved selecting students from various faculties
across the university, ensuring that respondents
came from a wide array of academic disciplines.
This diversity in academic backgrounds is
important, as students in different fields may be
exposed to varying levels of technology and media,
potentially leading to different perceptions of AI.
The data for this study were collected using a
structured questionnaire, a widely accepted
method in social research that facilitates the
collection of quantitative data. This instrument
was designed to capture students' attitudes,
beliefs, and perceptions regarding AI, as well as the
extent to which media influences their views. The
questionnaire ensured that respondents could
express their views in a structured manner,
allowing for easy analysis and comparison of
responses.
Once collected, the data were analyzed using
descriptive
statistics.
Descriptive
analysis
provided a clear overview of the central
tendencies, distribution, and frequency of
responses, helping to identify key patterns and
trends in student attitudes. The Statistical Package
for Social Science (SPSS V.27) was employed to
facilitate this analysis, ensuring accurate and
reliable processing of the data. Through the use of
SPSS, the study was able to summarize and
interpret large volumes of data efficiently,
providing meaningful insights into how media
shapes student perceptions and attitudes toward
AI.
RESULTS
Table 1: Student’s Awareness of Artificial Intelligence (AI)
Possible First Thought on the Term ‘A.I’
Frequency Percent
Robots
267
68.3
Inventions that will soon make humans useless in several industries 41
10.5
Easy job execution
53
13.6
Expensive humanoids created to take over jobs from humans
30
7.7
Total
391
100.0
Source: Field Survey
The data presented in Table 1 illustrates students'
awareness
and
perceptions
of
Artificial
Intelligence (AI), shedding light on their various
associations with the term. A significant majority,
approximately 68.3% of respondents, indicated
that they primarily think of robots when
considering AI. This overwhelming perception
highlights how media representations
—
often
showcasing AI in the form of autonomous
machines
—
dominate the public's understanding
of the technology. The association suggests that
while students are familiar with the concept of
robots, they may not fully grasp the broader
applications of AI, such as its role in data analysis,
healthcare, and education.
In contrast, 13.6% of students viewed AI as a
technology that facilitates easier job execution.
This perspective indicates an awareness of AI's
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potential to enhance productivity and efficiency in
various tasks, reflecting a recognition of the
benefits that AI can bring to the workplace by
augmenting human capabilities rather than merely
replacing them.
Additionally, 10.5% of respondents expressed
concerns that AI might make humans lazy and
ultimately redundant in several industries. This
apprehension reflects a common fear surrounding
technological advancements, where the belief
persists, that increased automation could lead to
diminished human skills and fewer job
opportunities. Such sentiments emphasize the
need for discussions about the ethical implications
of AI and its impact on the labor market,
underscoring the importance of preparing
students for a future increasingly shaped by this
technology.
Finally, 7.7% of students associated AI with
"expensive humanoids created to take over jobs
from humans." This view paints a somewhat
dystopian picture of AI, influenced by
sensationalized media narratives that focus on the
risks of automation and potential job
displacement. It also indicates a lack of
understanding of the diverse applications of AI
beyond humanoid robots.
Overall, Table 1 captures the varied perceptions
among students regarding AI, reflecting a mix of
fascination, concern, and misunderstanding. These
insights underscore the significant role of media in
shaping public awareness and attitudes toward AI,
highlighting the need for educational efforts that
promote a more comprehensive understanding of
this transformative technology.
Table 2: Respondents' Awareness of Technologies That Use Artificial Intelligence (AI)
Technologies That Use Artificial Intelligence
Frequency Percent
Drones That Do Not Require a Human Controller 45
11.50
Virtual Assistants
33
8.39
Digital Recommendation Systems
45
11.50
Automated Vehicles
50
12.40
Wireless Networks
45
11.50
Voice Recognition
45
11.50
Facial Recognition
45
11.50
Search Algorithms
33
8.39
Advanced Social Robots
50
12.40
Total
391
100.0
Source: Field Survey
Table 2 presents the respondents' awareness of
various technologies that incorporate Artificial
Intelligence (AI). The data reveals that 12.40% of
participants identified automated vehicles and
advanced social robots as significant examples of
AI applications. This suggests a growing
recognition of these technologies, which are
becoming increasingly visible in society through
media coverage and technological advancements.
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A notable 11.50% of respondents indicated
awareness of drones that operate without human
controllers, wireless networks, voice recognition
systems, and digital recommendation systems.
This awareness reflects the pervasive nature of AI
technologies in everyday life, illustrating how
these innovations are not just confined to
specialized fields but are increasingly integrated
into consumer experiences, such as in online
shopping and smart home devices.
Interestingly, only 8.39% of respondents identified
virtual assistants and search algorithms as
technologies using AI. This lower percentage might
indicate a gap in understanding how widely these
applications are utilized, as virtual assistants like
Siri or Alexa are common in many households but
may not be associated with AI by all users. This
points to the potential for educational efforts to
enhance awareness about the role of AI in familiar
technologies.
The insights gleaned from Table 2 highlight the
varying levels of awareness among respondents
regarding AI technologies, suggesting that while
some are well-informed, there is still a significant
opportunity to educate the broader public about
the diverse applications of AI. Increasing
awareness could help mitigate misconceptions and
promote a more nuanced understanding of how AI
impacts daily life.
Table 3: Respondents' Perceptions of Media Influence on Attitudes Towards AI
Perception of Media Influence on Attitudes Towards AI Frequency Percent
Significant Impact
174
44.5
Little Effect
113
29.0
Slight Impact
59
15.0
No Effect
38
9.8
Total
391
100.0
Source: Field Survey
Table 3 outlines respondents' perceptions
regarding the influence of media portrayals on
their attitudes towards Artificial Intelligence (AI)
and intelligent machines. Notably, 44.5% of
respondents indicated that media representation
had a significant impact on their attitudes towards
AI development and innovation. This statistic
underscores the powerful role that media plays in
shaping public perception, as it often dictates
narratives surrounding the capabilities and
implications of AI technologies.
In contrast, 29% of respondents reported that
media had only a little effect on their attitudes,
while 15% stated it had a slight impact. This range
of responses suggests a spectrum of awareness
and engagement with media narratives about AI.
The 9.8% of respondents who felt that media had
no effect at all may reflect a more critical or
skeptical approach to media consumption,
indicating that some individuals actively seek
information beyond mainstream narratives.
The findings from Table 3 emphasize the necessity
for a more informed media discourse on AI. Given
that a substantial portion of the population relies
on media for information about technological
advancements, it is crucial to promote accurate
and responsible portrayals that can help foster a
well-rounded understanding of AI among students
and the general public. By addressing media
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influences, stakeholders can better prepare
individuals for the realities of AI technologies and
their potential impacts on society.
Table 4: Perception of AI between Male and Female Students
Group Mean t-value p-value Conclusion
Male
3.45
1.12
0.26
Accept null hypothesis
Female 3.30
The mean perception of artificial intelligence (AI)
for male students (3.45) and female students
(3.30) shows no statistically significant difference
(t = 1.12, p = 0.26). This suggests that both male
and female students hold similar views regarding
AI, indicating that their perceptions are influenced
similarly,
irrespective
of
gender.
Media
representations do not seem to impact one gender
more than the other in shaping their perception of
AI.
Table 5: Awareness of AI Technologies between Male and Female Students
Group Mean t-value p-value Conclusion
Male
3.50
-1.56
0.12
Accept null hypothesis
Female 3.65
The mean awareness level of AI technologies for
male students (3.50) and female students (3.65)
indicates that female students reported slightly
higher awareness, but this difference is not
statistically significant (t = -1.56, p = 0.12). Both
male and female students show similar levels of
awareness of AI technologies, suggesting that
gender does not
significantly affect students’
exposure to or understanding of AI-enabled tools.
Table 6: Perception of Media Influence on Attitudes towards AI between Male and Female Students
Group Mean t-value p-value Conclusion
Male
3.60
-1.03
0.31
Accept null hypothesis
Female 3.75
The mean response regarding the perception of
media influence on attitudes towards AI for male
students (3.60) and female students (3.75) shows
no statistically significant difference (t = -1.03, p =
0.31). This indicates that both male and female
students perceive the media's influence on their
attitudes towards AI in a similar manner,
confirming that gender does not play a significant
role in shaping these attitudes.
DISCUSSION
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The findings reveal that a significant portion of
respondents reported having only a minor to
moderate familiarity with the term "artificial
intelligence" (AI), while some indicated a high level
of understanding. This suggests that students are
generally
well-acquainted
with
modern
technology, highlighting a trend of increasing
technological literacy among the youth. Despite
this growing familiarity, awareness of AI varies
among students based on individual experiences
and exposure, reflecting a diverse landscape of
understanding. This pattern indicates that while
many students recognize the term "artificial
intelligence," their depth of knowledge can differ
widely.
Such findings align with prior research indicating
that many students were previously unaware of
the term "artificial intelligence." Given the global
surge in AI discussions and applications, it is
reasonable to see an uptick in familiarity. This
awareness is further supported by the AI Index
(2023), which shows distinct variations in AI
comprehension across different regions, with
countries like Saudi Arabia, South Africa, Chile,
Peru, Russia, and Mexico exhibiting particularly
high levels of understanding.
Interestingly, the most common image associated
with AI among respondents was that of robots,
reflecting a popular cultural narrative that often
equates AI with robotic technologies. However, a
substantial segment of respondents also linked AI
to the notion of technologies designed to simplify
tasks, raise concerns about human obsolescence in
various sectors, and perceive AI as expensive
robots aimed at replacing human workers. This
perspective illustrates that many students are
acutely aware of the potential implications of AI on
industries and employment, harboring anxieties
about AI outsmarting humans or ultimately
dominating the workforce with advanced
capabilities. These insights resonate with previous
research (Wartianen, 2020; Nader, 2022; Royal
Society, 2018), which suggests that public
perception of AI is often framed through the lens of
its embodiment in robotic forms, with discussions
predominantly focused on its application in
various industries.
Additionally, while students identified virtual
assistants, facial recognition, online search
algorithms, wireless network connections, and
advanced social robots as prevalent AI
technologies, they were less familiar with self-
driving cars, digitally controlled drones, and big
data systems. This disparity can largely be
attributed to the pervasive use of smartphones
among students, which incorporate many
commonly used AI technologies. In contrast,
advanced AI applications like driverless cars and
sophisticated social robots remain relatively rare,
particularly in developing nations, where their
adoption is just beginning to take hold. These
findings resonate with the work of Keles and Aydin
(2021), who noted that university students in
Eastern Anatolia demonstrated awareness of AI,
particularly in the context of everyday
applications.
The study further revealed that the most
recognized AI technologies among students
included automated drones and cars, followed
closely by search algorithms, virtual assistants,
and digital recommendation systems. This
suggests that while some advanced AI systems may
not be part of students' daily lives, they are still
aware of their existence. The ubiquity of
information available on the Internet and social
media plays a critical role in exposing individuals
to technologies that may not be prevalent in their
immediate environment. This phenomenon
underscores the importance of digital literacy and
the need for ongoing education about AI
technologies, as students navigate a world
increasingly shaped by these advancements.
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In light of the hypotheses tested in the study, the
results revealed no significant differences between
male and female students regarding their
perceptions and awareness of AI. This was true for
their understanding of the influence of media on
their attitudes towards AI as well. The lack of
significant difference suggests that gender does
not play a critical role in shaping these perceptions,
reinforcing the idea that media representations
and societal discussions about AI affect students
universally. These results indicate a consistent
understanding among students, regardless of
gender, highlighting the importance of collective
experiences in shaping attitudes toward
technology. Overall, the findings underscore the
necessity for ongoing education about AI
technologies to enhance digital literacy, ensuring
that students are well-equipped to navigate an
increasingly AI-driven world.
CONCLUSION
Artificial Intelligence (AI) is increasingly becoming
an integral part of our social fabric, driven by
global advancements in information and
communication technologies. This growing
prevalence
highlights
the
necessity
for
stakeholders
—
including educators, policymakers,
and technology developers
—
to understand public
perceptions of AI. Such insights are crucial for
guiding the responsible advancement, application,
and governance of AI technologies.
The findings of this study suggest that students'
attitudes, opinions, perceptions, beliefs, and
understanding of AI and modern technology are
significantly shaped by how AI is represented in
the media. This underscores the media's critical
role as a lens through which societal views and
realities are formed. Moreover, while media
narratives play a significant role in influencing
public perception, the impact of these narratives is
moderated by individual agency and other
personal factors. This means that personal
experiences, educational backgrounds, and
individual beliefs can greatly influence whether
one supports or opposes the advancement of AI.
The intersection of AI and media representation is
pivotal in shaping how students and, by extension,
society at large understand and interact with
technology. As AI continues to evolve and integrate
into everyday life, understanding public sentiment
becomes increasingly essential for ensuring its
beneficial application. By acknowledging the
media's influence and the importance of individual
perspectives, stakeholders can better navigate the
complexities surrounding AI and its role in society.
Recommendations
1.
Educational institutions should integrate AI-
related courses into their curricula as general
subjects. This initiative will foster a deeper
understanding of AI among students, equipping
them with the knowledge to critically engage with
AI technologies and their implications.
2.
Schools and universities should implement
media literacy programs that specifically address
how AI is portrayed in the media. By educating
students on discerning media representations and
critically analyzing AI narratives, they can develop
more informed opinions and attitudes toward the
technology.
3.
Stakeholders,
including
educators,
policymakers, and technology companies, should
facilitate public forums and discussions focused on
AI. These dialogues can help demystify AI, address
misconceptions, and gather diverse perspectives,
ultimately
fostering
a
more
nuanced
understanding of AI's role in society.
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