Perception of Artificial Intelligence Interactive Platforms for HIV/AIDS Awareness among Selected Private Secondary School Students in Abeokuta North, Ogun State
DOI:
https://doi.org/10.63950/gshh.2026.2.2.52Keywords:
Artificial intelligence, HIV/AIDS awareness, Secondary school students, Perception, Interactive platformsAbstract
Introduction: Evidence on Nigerian secondary school students' awareness, perceptions, and willingness to use AI interactive platforms for HIV/AIDS education remains limited, despite the promise of these tools for improving adolescents' access to accurate HIV information.
Methods: A descriptive cross-sectional study was conducted among 330 students from three selected private secondary schools in Abeokuta North Local Government Area, Ogun State, Nigeria. Participants were selected using a stratified random sampling technique. Data were collected using a pre-tested structured questionnaire comprising Yes/No items for awareness and acceptance factors, and a 4-point Likert scale (strongly agree, agree, disagree, strongly disagree) for perception, then analysed using descriptive statistics.
Results: Overall awareness was moderate; 189 students (57.3%) demonstrated high awareness (≥4 correct Yes responses out of 7 items, mean = 4.00 ± 1.3), while 215 (65.2%) had heard of AI but only 124 (37.6%) had previously used AI-based tools for health learning. Perceptions were generally positive, with 224 students (67.9%) classified as having favourable views based on composite Likert scores; 257 (77.9%) found AI more engaging, and 251 (76.1%) valued its confidentiality and non-judgemental nature. Acceptance was high (219 students, 66.4%), with digital access (85.8%), privacy and trust (84.2%), and platform usability (82.7%) as the strongest influencing factors.
Conclusion: Students in selected private secondary schools perceived AI platforms positively for HIV/AIDS awareness due to their interactivity and anonymity. Integration of AI tools into school curricula and improved ICT infrastructure are recommended to address gaps in practical exposure and digital access.
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