Exploring the Use and Impact of Artificial Intelligence Tools Among Higher-Secondary Students

Abstract

Artificial Intelligence (AI) tools are rapidly being integrated into education worldwide, yet research on their use among secondary students of Nepalese origin remains lacking. This study addresses that gap with two objectives: (1) to explore the usage patterns of AI tools by higher secondary students, and (2) to analyze the perceived impact of AI tool usage on students’ learning performance and creativity. The present study follows a quantitative research paradigm. Data were collected using a structured questionnaire from a sample of 136 higher secondary students. The target population comprised 1,300 students from four schools (two government and two private) in Lalbandi Municipality, Sarlahi district. A purposive sampling method was employed. The findings of the study reveal that the students’ awareness of Artificial Intelligence (AI) is remarkably high with 94.1%, along with the usage of AI tools being equally high. Students mainly make use of AI for understanding complex concepts (75.0%), homework (46.1%), and enhancing essays (33.6%). The main reasons for the adoption of AI technology include quality improvement (51.2%) and the opportunity for self-pace learning (22.4%). However, there was also an observed challenge, such as the lack of the right training (mean 2.64), the accuracy of the information (mean 2.63), and the privacy of the data (mean 2.90). The study concludes that there is a gap between the adoption of AI technology by students and the availability of such technology, as students are using the technology, but they need formal training, which is not available. The study recommends the formulation of national AI in education guidelines by policymakers and the implementation of formal AI training programs by school administrators and teachers.