Perceptions among high school students regarding the use of generative artificial intelligence as an educational resource

Abstract

Examining the perspectives of high school students on the use of generative artificial intelligence as an educational resource is a fundamental task within the educational landscape. This study aims to determine how high school students perceive the use of generative artificial intelligence as an educational resource. A quantitative approach was adopted, enabling the collection and analysis of statistical data gathered through surveys administered to students at the "El Bejucal" private educational institution; the study was non-experimental and cross-sectional in design. The results revealed a relatively balanced distribution, which allowed for gender-based comparisons without the risk of significant statistical bias. In terms of conclusions, it was determined that the perceived impact of generative artificial intelligence on learning is positive yet moderate, with a notable segment of students remaining neutral. The low level of perceived dependency is a favorable finding, though it should be interpreted with caution, given the tendency toward “optimistic bias" often documented among adolescents.