Exploring Artificial Intelligence and Related Factors Among University Students

3. Data Description The dataset comprises responses from a cross-sectional online survey completed by 658 undergraduate and postgraduate students at Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, between June and July 2026. Participation was voluntary, and respondents were informed of the study’s purpose prior to completing the questionnaire. Demographic information covers gender, age group, college/discipline, mode of study, and current level of study. Of the participants, 354 (53.8 %) identified as male, 277 (42.1 %) as female, and 27 (4.1 %) preferred not to disclose gender. The majority (51.4 %) were aged 21–26 years. Students represented all six colleges of the university, with the largest proportion drawn from the College of Art and Built Environment (35.9 %). Most respondents (79.3 %) studied full-time on campus; 19.6 % were postgraduate students, while the remainder were distributed across undergraduate Years 1–4. Additional variables record exposure to formal AI training or education, frequency and duration of AI tool use, primary generative AI tools employed, main purposes of use, and preferred devices. Only 20.5 % of respondents reported having received formal AI training. Weekly (“often”) use was the most common pattern (44.1 %), followed by daily use (28.6 %). ChatGPT was the predominant tool (81.3 %), and the most frequent purposes were coursework (74.9 %) and studying (71.4 %). The majority of students accessed AI tools via both laptop/desktop and smartphone (65.3 %). AI literacy was measured across four constructs derived from multi-item scales: Awareness (AIA_MEAN), Use (AIU_MEAN), Evaluation (AIEV_MEAN), and Ethics (AIET_MEAN). Each construct was scored on a 1–7 scale. Mean scores ranged from 5.01 (Ethics) to 5.35 (Awareness), indicating moderately high levels overall. All pairwise Pearson correlations among the four constructs means were positive and statistically significant (p < .001), with coefficients ranging from 0.417 to 0.627. The deposited materials include the raw item-level responses, computed construct means, descriptive and correlational outputs, the full survey questionnaire, and a variable codebook. These resources permit independent re-scoring, alternative modelling approaches, and cross-study comparisons. The dataset is archived in the Mendeley Data Repository. Table 1 illustrates the socio-demographic profiles of the respondents who participated in the study and the frequencies(counts) of the participants of all variables.3. 数据说明 本数据集包含2026年6月至7月间，针对加纳库马西夸梅·恩克鲁玛科技大学（Kwame Nkrumah University of Science and Technology, KNUST）的658名本科及研究生开展的横断面线上调查应答数据。本次调查采用自愿参与模式，受试者在填写问卷前已被告知研究目的。 人口统计学信息涵盖性别、年龄组、学院/学科、学习模式及当前就读阶段。其中354名（53.8%）受试者自报为男性，277名（42.1%）为女性，另有27名（4.1%）选择不披露性别。多数受试者（51.4%）年龄介于21至26岁之间。参与调查的学生覆盖该校全部六个学院，占比最高的群体来自艺术与建筑环境学院（College of Art and Built Environment），占比达35.9%。大部分受访者（79.3%）为全日制在校学生；19.6%为研究生，剩余受试者分布于本科1至4年级。 其余变量记录了受试者接受正规人工智能（Artificial Intelligence, AI）培训或教育的经历、AI工具使用频率与时长、主要使用的生成式AI（Generative AI）工具、核心使用用途以及偏好设备。仅20.5%的受试者表示接受过正规AI培训。最常见的使用模式为每周“频繁使用”（44.1%），其次为每日使用（28.6%）。ChatGPT为最主流的使用工具（81.3%），最频繁的使用用途为课程作业（74.9%）与日常学习（71.4%）。多数学生（65.3%）同时通过笔记本电脑/台式机与智能手机访问AI工具。 人工智能素养（AI Literacy）通过源自多条目量表的四个维度进行测量：认知（Awareness, AIA_MEAN）、应用（Use, AIU_MEAN）、评估（Evaluation, AIEV_MEAN）及伦理（Ethics, AIET_MEAN）。各维度均采用1至7级计分。平均得分介于5.01（伦理维度）至5.35（认知维度）之间，整体呈现中等偏高水平。四个维度得分间的所有两两皮尔逊相关系数均为正值且具有统计学显著性（p < .001），系数取值范围为0.417至0.627。 本数据集附带的存档材料包含原始条目级应答数据、计算所得的维度平均分、描述性与相关性分析结果、完整调查问卷以及变量编码手册。这些资源支持独立重评分、替代性建模方法研究以及跨研究对比。本数据集已存档于Mendeley数据仓储（Mendeley Data Repository）。表1展示了本次调查受试者的社会人口学特征，以及所有变量的参与者频次（计数）分布。