In the absence of AI education, student usage is driven by their personal attitudes: a survey-based quantitative analysis.

Abstract

The spread of easily accessible generative AI in the form of chatbots has impacted secondary education, but the effects of this are largely unknown. Previous studies have shown that using chatbots in a learning context can be both harmful or helpful depending on how they are used. While students are undoubtedly using this technology, there is scarce data about the extent, intention or approach in their usage, or what drives this. Additionally, there is virtually no data on what differences there are in usage between different groups of students. The present study builds upon the findings of a previous qualitative study, aiming to investigate and quantify students’ use of generative AI for schoolwork. Through a survey sent to multiple upper secondary schools, we collected 1266 responses to analyse upper secondary students' attitudes toward, usage of, support for, and knowledge about generative AI. One thousand of these students had used generative AI at least once. Based on their answers, we present an overview of their usage and knowledge of AI through descriptive statistics. Structural Equation Modelling is used for further analysis, by first performing a Conformatory Factor Analysis by modelling and validating latent variables. The best model identified consists of five latent variables: Attitude towards AI, support from schools, knowledge about AI, AI use as process support and AI use as shortcut. Further SEM-analysis was conducted to investigate relationships between these latent variables through regression analysis. We find that students use generative AI for schoolwork primarily as support for the process of doing their schoolwork but also as a shortcut for tasks perceived as meaningless. Further, we find that students’ attitudes toward AI are the primary drivers behind usage rather than their knowledge or school support. There are some differences in attitudes and usage between boys and girls, but the most differences are found between students attending theoretical and vocational programmes. We discuss these findings in relation to previous research and suggest implications for educational practitioners and future research.

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