“What Makes ChatGPT Dangerous is Also What Makes It Special”: High-School Student Perspectives on the Integration or Ban of Artificial Intelligence in Educational Contexts

Tolulope Famaye, Cinamon Sunrise Bailey, Ibrahim Adisa, Golnaz Arastoopour Irgens
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Abstract


The emergence of ChatGPT, an AI-powered language model, has sparked numerous debates and discussions. In educational research, scholars have raised significant questions regarding the potential, limitations, and ethical concerns around the use of this technology. While research on the application and implications of ChatGPT in academic settings exists, analysis of the perspectives of high-school students are limited. In this study, we use qualitative content analysis to explore the perspectives of high-school students regarding the integration or ban of ChatGPT in their schools through the lens of the Technology Acceptance Model (TAM2). Data was sourced from students’ comments to a New York Times Learning Network article. Findings revealed that students' perceptions about integrating or banning ChatGPT in schools are influenced by their assessments of the technology’s usefulness, personal experiences, societal technology trends, and ethical considerations. Our findings suggest that student perspectives in this study align with those of educators and policymakers while also possessing unique perspectives that cater to their specific needs and experiences. Implications emphasize the significance of an inclusive decision-making process around the integration of AI schools in educational contexts, including students alongside other stakeholders.

Keywords


Technology Acceptance Model (TAM2), ChatGPT, Students Perceptions, Qualitative Content Analysis

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References


Famaye, T., Bailey, C.S., Adisa, I., & Irgens, G.A. (2024). “What makes ChatGPT dangerous is also what makes it special”: High-school student perspectives on the integration or ban of artificial intelligence in educational contexts. International Journal of Technology in Education (IJTE), 7(2), 174-199. https://doi.org/10.46328/ijte.651




DOI: https://doi.org/10.46328/ijte.651

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International Journal of Technology in Education (IJTE) - ISSN:2689-2758

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International Society for Technology, Education and Science (ISTES)

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.