Abstract
This study investigated the use of generative AI on information evaluation skills among undergraduates students in selected universitie in south-east Nigeria. The research specifically assessed usage patterns of generative AI tools, the extent to which students verify the accuracy and reliability of AI-generated information, the level of trust placed in AI outputs compared to traditional scholarly sources, and the availability of formal institutional guidance on AI literacy. Adopting a descriptive survey research design, the study targeted 421 final-year students from the Department of Library and Information Science at Michael Okpara University of Agriculture, Umuahia, and the Department of Computer Science Education at Madonna University, Nigeria. A sample of 205 students was selected using the Taro Yamane formula. Data were collected through a structured Likert-scale questionnaire and analysed using IBM SPSS Statistics with mean scores and standard deviation. The findings revealed moderate usage of generative AI tools such as ChatGPT and Gemini, primarily for assignments and research support, especially under time pressure. However, students demonstrated critically low levels of verification practices, rarely cross-checking facts, references, or claims against credible sources. The study also found moderate trust in AI-generated content, often influenced by its professional presentation, alongside a significant gap in formal institutional training, with most students being entirely self-taught. Overall, the results highlight the need for urgent integration of AI literacy programmes in Nigerian universities to strengthen critical evaluation skills in the generative AI era.
Keywords: Generative AI, Information Evaluation Skills, AI Literacy, Automation Bias, Algorithmic Hallucinations, Institutional Guidance, Academic Integrity, Digital Literacy
Publication Date: 2026-07-31