Adolescents’ use and perceived usefulness of generative AI for schoolwork : exploring their relationships with executive functioning and academic achievement
(2024) In Frontiers in Artificial Intelligence 7.- Abstract
In this study, we aimed to explore the frequency of use and perceived usefulness of LLM generative AI chatbots (e.g., ChatGPT) for schoolwork, particularly in relation to adolescents’ executive functioning (EF), which includes critical cognitive processes like planning, inhibition, and cognitive flexibility essential for academic success. Two studies were conducted, encompassing both younger (Study 1: N = 385, 46% girls, mean age 14 years) and older (Study 2: N = 359, 67% girls, mean age 17 years) adolescents, to comprehensively examine these associations across different age groups. In Study 1, approximately 14.8% of participants reported using generative AI, while in Study 2, the adoption rate among older students was 52.6%, with... (More)
In this study, we aimed to explore the frequency of use and perceived usefulness of LLM generative AI chatbots (e.g., ChatGPT) for schoolwork, particularly in relation to adolescents’ executive functioning (EF), which includes critical cognitive processes like planning, inhibition, and cognitive flexibility essential for academic success. Two studies were conducted, encompassing both younger (Study 1: N = 385, 46% girls, mean age 14 years) and older (Study 2: N = 359, 67% girls, mean age 17 years) adolescents, to comprehensively examine these associations across different age groups. In Study 1, approximately 14.8% of participants reported using generative AI, while in Study 2, the adoption rate among older students was 52.6%, with ChatGPT emerging as the preferred tool among adolescents in both studies. Consistently across both studies, we found that adolescents facing more EF challenges perceived generative AI as more useful for schoolwork, particularly in completing assignments. Notably, academic achievement showed no significant associations with AI usage or usefulness, as revealed in Study 1. This study represents the first exploration into how individual characteristics, such as EF, relate to the frequency and perceived usefulness of LLM generative AI chatbots for schoolwork among adolescents. Given the early stage of generative AI chatbots during the survey, future research should validate these findings and delve deeper into the utilization and integration of generative AI into educational settings. It is crucial to adopt a proactive approach to address the potential challenges and opportunities associated with these emerging technologies in education.
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- author
- Klarin, Johan LU ; Hoff, Eva LU ; Larsson, Adam and Daukantaitė, Daiva LU
- organization
- publishing date
- 2024
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- academic achievement, ChatGPT, cognition, executive functions, generative AI, learning
- in
- Frontiers in Artificial Intelligence
- volume
- 7
- article number
- 1415782
- publisher
- Frontiers Media S. A.
- external identifiers
-
- pmid:39263526
- scopus:85203796647
- ISSN
- 2624-8212
- DOI
- 10.3389/frai.2024.1415782
- language
- English
- LU publication?
- yes
- id
- b8d598b0-0eeb-40a2-a038-377b60bb3232
- date added to LUP
- 2024-09-05 11:03:53
- date last changed
- 2026-02-09 09:37:04
@article{b8d598b0-0eeb-40a2-a038-377b60bb3232,
abstract = {{<p>In this study, we aimed to explore the frequency of use and perceived usefulness of LLM generative AI chatbots (e.g., ChatGPT) for schoolwork, particularly in relation to adolescents’ executive functioning (EF), which includes critical cognitive processes like planning, inhibition, and cognitive flexibility essential for academic success. Two studies were conducted, encompassing both younger (Study 1: N = 385, 46% girls, mean age 14 years) and older (Study 2: N = 359, 67% girls, mean age 17 years) adolescents, to comprehensively examine these associations across different age groups. In Study 1, approximately 14.8% of participants reported using generative AI, while in Study 2, the adoption rate among older students was 52.6%, with ChatGPT emerging as the preferred tool among adolescents in both studies. Consistently across both studies, we found that adolescents facing more EF challenges perceived generative AI as more useful for schoolwork, particularly in completing assignments. Notably, academic achievement showed no significant associations with AI usage or usefulness, as revealed in Study 1. This study represents the first exploration into how individual characteristics, such as EF, relate to the frequency and perceived usefulness of LLM generative AI chatbots for schoolwork among adolescents. Given the early stage of generative AI chatbots during the survey, future research should validate these findings and delve deeper into the utilization and integration of generative AI into educational settings. It is crucial to adopt a proactive approach to address the potential challenges and opportunities associated with these emerging technologies in education.</p>}},
author = {{Klarin, Johan and Hoff, Eva and Larsson, Adam and Daukantaitė, Daiva}},
issn = {{2624-8212}},
keywords = {{academic achievement; ChatGPT; cognition; executive functions; generative AI; learning}},
language = {{eng}},
publisher = {{Frontiers Media S. A.}},
series = {{Frontiers in Artificial Intelligence}},
title = {{Adolescents’ use and perceived usefulness of generative AI for schoolwork : exploring their relationships with executive functioning and academic achievement}},
url = {{http://dx.doi.org/10.3389/frai.2024.1415782}},
doi = {{10.3389/frai.2024.1415782}},
volume = {{7}},
year = {{2024}},
}