Abstract

This study looked at how teachers and students perceived artificial intelligence (AI)-enhanced
learning, creativity, and academic emotions in selected South-East Nigerian colleges of education. It
looked specifically at the problems and benefits of employing AI applications, as well as respondents'
attitudes regarding AI-integrated educational tools. A mixed-methods research methodology was
used, with both a quantitative survey and qualitative interviews. The quantitative component included
300 respondents (100 teachers and 200 students) who completed a standardised questionnaire, while
the qualitative component included semi-structured interviews with 25 purposefully chosen
individuals. Quantitative data were analysed using descriptive statistics (mean and standard
deviation), whereas qualitative data were analysed using thematic content analysis, and the results
were triangulated. Results indicated that respondents perceived significant challenges, including
limited infrastructure, lack of training, and occasional frustration or anxiety when using AI tools.
However, AI applications were also perceived as beneficial for enhancing creativity, motivation,
personalized learning, and academic confidence. Teachers and students demonstrated positive
attitudes toward AI integration, expressing willingness to adopt AI-enhanced learning with
adequate support. The study concluded that AI-enhanced learning is a valuable tool for improving
creativity and academic emotions, but its effectiveness depends on infrastructure, training, and
policy support. Recommendations include enhancing AI training programs, improving digital
infrastructure, establishing data privacy guidelines, and integrating AI into the curriculum.
The study provides insights for policymakers, educators, and researchers seeking to maximize the
benefits of AI in education.

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