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Analysis of the use of artificial intelligence (AI) by elementary and secondary school students in the context of completing school assignments.

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Title: Analysis of the use of artificial intelligence (AI) by elementary and secondary school students in the context of completing school assignments.
Authors: Bieńkowska, Izabela1, Przybysz-Zaremba, Małgorzata2 malgorzataprzybyszzaremba@gmail.com, Konieczny, Jolanta3, Góźdź, Joanna4, Kitlińska-Król, Małgorzata5, Polok, Krzysztof6, Nadelson, Louis S.6
Source: Journal of Educational Research. 2025, Vol. 118 Issue 6, p643-662. 20p.
Subject Terms: *Student assignments, *Education, *Psychology of students, Artificial intelligence in education, Quantitative research
Abstract: The increasing integration of artificial intelligence (AI) into daily life has sparked growing interest in its role in education, particularly in the context of how students use AI tools to complete school assignments. The aim of this study is to explore the usage patterns, motivations, and concerns of K-12 students regarding the application of AI technologies in their academic work. The study examines the prevalence of AI use and the types of tools employed. Additionally, the analysis focuses on students' perceptions of the effectiveness of AI in learning, the reasons for using AI tools, and ethical implications, such as cheating and privacy concerns. The study adopts a quantitative approach, with the primary method of data collection being a diagnostic survey. The results were subjected to descriptive and inductive statistical analysis. The research provides a comprehensive picture of K-12 students' interactions with AI tools in the context of learning, as well as the factors influencing their decisions to adopt these technologies. The findings help fill a gap in existing research by exploring the intersection of artificial intelligence and education, offering a holistic view of its impact on student behavior, learning strategies, and the broader educational landscape. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Analysis of the use of artificial intelligence (AI) by elementary and secondary school students in the context of completing school assignments.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2025, Vol. 118 Issue 6, p643-662. 20p.
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  Data: The increasing integration of artificial intelligence (AI) into daily life has sparked growing interest in its role in education, particularly in the context of how students use AI tools to complete school assignments. The aim of this study is to explore the usage patterns, motivations, and concerns of K-12 students regarding the application of AI technologies in their academic work. The study examines the prevalence of AI use and the types of tools employed. Additionally, the analysis focuses on students' perceptions of the effectiveness of AI in learning, the reasons for using AI tools, and ethical implications, such as cheating and privacy concerns. The study adopts a quantitative approach, with the primary method of data collection being a diagnostic survey. The results were subjected to descriptive and inductive statistical analysis. The research provides a comprehensive picture of K-12 students' interactions with AI tools in the context of learning, as well as the factors influencing their decisions to adopt these technologies. The findings help fill a gap in existing research by exploring the intersection of artificial intelligence and education, offering a holistic view of its impact on student behavior, learning strategies, and the broader educational landscape. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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