Generative AI Competence and Student Engagement: The Mediating Effects of GenAI Utilization, Perceived Autonomy, and AI Formal Learning among KNUST Students

Purpose - The study examines university learners' competence and engagement with Generative (AI) applications, their utilization, and perceived autonomy in formal learning for academic purposes in Ghana. Design/methodology/approach - Results: The data analysis points to a notable level of student involvement with GenAi, which is explained by patterns in GenAI adaptation. This conclusion is based on our study, which involved samples taken from Ghanaian KNUST students. According to our research, since there is a positive attitude toward GenAI in enhancing student engagement and utilization, and as such educational institutions should prioritize AI-related learning to foster student involvement and engagement, as it seems to energize students and make them more actively involved in their academic pursuit. The study's empirical results demonstrated noteworthy and positive indirect effects across all mediation paths, lending strong support to the integrated SDT, UTAUT &TAM and UGT model, supporting the idea that motivation, behavioral intention, and user-driven needs are interdependent drivers for engagement in AI-enhanced learning contexts. Practical implications - This study offers insightful information for educators, legislators, system designers, and creators of AI-based educational technology about the elements impacting the uptake of Generative AI conversational bots by preservice teachers, facilitators, teachers, and educational instructors. Originality/value - This study contributes theoretically to the Generative AI conversational agents. It is one of the first empirical studies to investigate university students' competence and engagement with Generative AI tools, their utilization, perceived autonomy in formal learning for academic purposes in Ghana, providing a framework for further studies and applied uses for instructional technology.