Role of AI Applications in Enhancing Information-Seeking Experience of Postgraduate Students at Public Universities in the Eastern Region of Kenya
DOI:
https://doi.org/10.70619/vol5iss10pp12-21Keywords:
AI application, information-seeking experience, postgraduate students, public universitiesAbstract
Postgraduate students are increasingly using AI to support their learning activities, which involve extensive research that requires advanced information retrieval, synthesis, and analysis. However, the role of AI in enhancing information seeking of postgraduate students in public university libraries is not well understood, particularly in the Eastern region of Kenya. This study evaluated the role of AI applications in enhancing the information-seeking experience of postgraduate students at selected public universities in the Eastern region of Kenya. The study was grounded on the diffusion of innovation theory and socio-technical systems theory to explore the use of technology in higher learning settings. The descriptive survey research design was employed with a mixed-methods approach, allowing the collection and analysis of qualitative and quantitative data from postgraduate students and library section heads at Chuka, Tharaka, and Embu universities. Questionnaires were administered to 325 randomly sampled postgraduate students, while 6 purposively sampled library heads were interviewed. Data analysis entailed descriptive statistical analyses in which frequencies and percentages of responses were summarized and presented with tables and graphs. Thematic analysis was employed to analyze qualitative data collected through interviews. The study findings showed that the role of AI was to profile and predict students’ information-seeking behaviours to support personalised learning, which enhanced the information-seeking experience of postgraduate students at public universities in the Eastern region of Kenya. The study concludes that AI technologies offer various benefits that enhance information-seeking experience among postgraduate students in public universities in the Eastern region of Kenya. Although challenges such as limited integration of AI in university libraries impacted the potential benefits of AI on the information-seeking experience in university libraries. The study recommends that librarians and students advocate for the integration of AI technologies in academic libraries to enhance the information-seeking experience of postgraduate students at public universities in the Eastern region of Kenya.
References
Adeyeye, S. & Oladokun, T. (2023). Application of emerging technologies for research support in Nigerian academic libraries: Trends, problems, and prospects. IASSIST Quarterly, 47(3-4). DOI: https://doi.org/10.29173/iq1069
Blatch-Jones, A. J., Church, H., & Crane, K. (2024). Exploring the potential benefits and challenges of artificial intelligence for research funding organisations: a scoping review. medRxiv, 2024-09. DOI: 10.1101/2024.09.26.24314280
Buitrago-Ciro, J., Samokishyn, M., Moylan, R., Hernández Pérez, J., Bakare-Fatungase, O., & Firdawsi, C. (2025). Bridging the AI gap: Comparative analysis of AI integration, education, and outreach in academic libraries. IFLA Journal, 03400352251325274.
Chege, A., Kihara, A. (2025). Determinants of Artificial Intelligence Technologies Adoption in Kenyan Universities: A Case of United States International University-Africa. Journal of Technology and Systems, 7(4), 16-35.
Gichohi, P. & Kathuri, N. (2023). Introduction to Educational Research: A Practical Guide. Nairobi: Epsilon Publishers Limited.
Hasan, N., Saifullah, M., & Hashmi, A. (2024). Application of Artificial Intelligence in Libraries: Benefits and Drawbacks. Journal of Data Science, Informetrics, and Citation Studies, 3(2), 98-105. DOI: https://doi.org/10.5530/jcitation.3.2.12
Ismaila, Y. (2019). Information Needs and Information Seeking Behaviour of Postgraduate Students in Kwara State University, Malete. Library Philosophy and Practice, 1-11. Retrieved from https://www.proquest.com/scholarly- journals/information-needs-imformation-seeking- behaviour/docview/2234438179/se-2
Lau, J., Tammaro, A., Miltenoff, P., Begum, D., Zanichelli, F., Orru, D., & Santiago, E. (2025). Factors Driving Artificial Intelligence (AI) Adoption in Italy, Mexico, Bulgaria, and Bangladesh: A Comparative Qualitative Study of Library Professionals. International Information & Library Review, 1-16.
Masinde, J., Mugambi, F., & Wambiri, D. (2024, October). Exploring the current landscape of artificial intelligence adoption in Kenyan academic libraries. In Proceedings of the 17th International Conference on Theory and Practice of Electronic Governance (pp. 403-408). DOI: 10.1145/3680127.3680156
Micheni, A., Kinoti, M., Kagure, P., Kinya, J. (2024). Future Trends in Digital and Traditional Libraries for Higher Education: Analyzing Technological Impact and Evolving Services to Meet Changing Educational Needs at Chuka University. In Mutembei, H., Nduru, G., Munyiri, S., Gathungu, G., Kiboro, C., Otiso, W., Rithaa, J., Miriti. G., Gichumbi, J., Mwathi, D., Gitonga, L., Nanua, J., Kahindi, R., Kathenge, J., & Muthui, Z. (Eds.), Proceedings of the Chuka University 10th Annual International Research Conference held in Chuka University, Chuka, Kenya from 5th to 6th October (pp. 467 - 475). Chuka University.
Ndungi, R., & Siregar, M. (2023). The effects of artificial intelligence on the Kenyan society. Indonesian Journal of Electrical Engineering and Computer Science, 32(2), 1199-1205. DOI: 10.11591/ijeecs. v32.i2. pp1199-1205
Nyamwange, C. (2025). Assessing the Extent of Integration of Artificial Intelligence in Teaching and Learning at Kenyan Universities. Pan-African Journal of Education and Social Sciences (PAJES), 6(1), 76-87. DOI: 10.56893/pajes2025v06i01.06
Obura, E. A., & Emoit, P. I. (2024). Artificial Intelligence in Academic Writing and Research Skills in Kenyan Universities: Opportunities and Challenges. Africa Education Review, 20(6), 58-80. DOI: 10.1080/18146627.2024.2440351
Ogwo, U., Ibegbulem, F., & Nwachukwu, V. (2023). Applications and perceived impact of artificial intelligence in academic libraries in Nigeria. Library Philosophy & Practice.
Pence, H. (2022). Future of artificial intelligence in libraries. The Reference Librarian, 63(4), 133-143. https://doi.org/10.1080/02763877.2022.2140741
Razafiarivony, M., & Nyaboke, J. (2025). Exploring Students’ Personality Traits and Attitudes toward Artificial Intelligence and Its Adoption in Higher Education Learning Experience. Pan-African Journal of Education and Social Sciences, 6(1), 14-29. https://doi.org/10.56893/pajes2025v06i01.02
Vizcarguenaga-Aguirre, I., López-Robles, J. (2020). Mono, Mixed or Multiple Strategy Approach: a descriptive study of the latest published articles in the International Journal of Project Management. In Otegi, J., Toledo, N., Taboada, I. (Eds.), Research and Education in Project Management (pp.16-20). Proceedings of the 3rd International Conference on Research and Education in Project Management – REPM 2020.
Winkler, B., & Kiszl, P. (2022). Views of academic library directors on artificial intelligence: A representative survey in Hungary. New Review of Academic Librarianship, 28(3), 256-278. DOI: 10.1080/13614533.2021.1930076
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Elizabeth Karimi Maore, Paul M. Gichohi, Faith Mwendwa
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
