Influence of ChatGPT Facilitated Personalized Learning on Adaptive Learning Experiences Among Undergraduate Teacher Trainees at the University of Nairobi, Kenya

Abstract

There has been an escalating demand for personalized learning experiences that make provision for individual learners’ unique needs. This trend has spanned Kenya, where the demand for digital personalized learning, which can be attained through the implementation and usage of emerging technologies and tools, has been on the rise. Despite this trend, the area focusing on undergraduate religious education teacher trainees assessing personalized learning on ChatGPT has not been locally documented. In addressing this gap, this study investigated how personalized learning facilitated by ChatGPT influences adaptive learning experiences among undergraduate Religious Education teacher trainees at the University of Nairobi. The study targeted 628 University of Nairobi undergraduate religious education teacher trainees and acquired a sample size of 234 respondents using the purposive sampling technique. A descriptive research design was adopted. A questionnaire and an interview guide were utilized to gather data from the 234 respondents. Descriptive and inferential statistical analyses were conducted to analyze the collected data. The study results revealed that the use of ChatGPT enhanced personalized learning experiences because it enabled undergraduate religious education teacher trainees to engage in self-paced learning, reflecting on the skills learned and learning that fit their learning style. This positively influenced their adaptive learning experiences while using the platform for learning, thus contributing to improved self-efficacy, self-esteem, comprehension, and retention of content learned.