Question: "Your research focuses on AI dependency among senior high school
students. Could you elaborate on the specific types of AI tools or applications that
students are most reliant on and how this reliance might be affecting their learning
experience?"
Answer: "That's a great question! Our research found that students at Cathedral
School of La Naval, Inc. are heavily reliant on AI-powered tools for tasks like essay
writing, research, and even problem-solving. Specifically, we observed a strong
dependence on AI-assisted writing platforms and online learning resources. While
these tools can be helpful, we found that excessive reliance can lead to a decline in
critical thinking skills, originality, and even a lack of engagement with traditional
learning methods. This can negatively impact their ability to learn independently and
adapt to new situations."
Here are 20 questions and answers about the research title "The Impact of AI
Dependency on Senior High School Students' Learning Experience at Cathedral
School of La Naval, Inc.":
I. Defining the Scope of the Research:**
1. Q: What is the central focus of this research?
A:The research focuses on how reliance on artificial intelligence (AI) affects the
learning experiences of senior high school students at Cathedral School of La Naval,
Inc.
2. Q: What specific aspect of AI dependency is being investigated?
A:The research investigates the overall impact of AI dependency, not specifying
particular AI tools or applications.
3. Q: Which school is the subject of this study?
A: Cathedral School of La Naval, Inc.
4. Q: What grade level are the students in this study?
A: Senior high school students.
5. Q: What is the geographical location of the school?
A: The location is not specified in the title. Further information would be needed to
answer this.
II. Potential Research Questions & Methods:
6. Q: What are some potential research methods for this study?
A: Surveys, interviews, observations, analysis of student performance data, and
possibly experimental studies comparing AI users and non-users.
7. Q: What kind of data might be collected?
A: Student survey responses on AI use, interview transcripts, classroom
observations, grades, test scores, and possibly qualitative data on learning
experiences.
8. Q: What are some potential positive impacts of AI on learning that the study
might explore?
A: Increased access to information, personalized learning, improved efficiency in
tasks, and development of new skills.
9. Q: What are some potential negative impacts of AI dependency that the
study might explore?
A: Reduced critical thinking skills, over-reliance on technology, decreased problem-
solving abilities, potential for plagiarism, and uneven access to technology.
10. Q: How might the study measure the "learning experience"?
A: This could be measured through various metrics such as grades, engagement in
class, self-reported learning satisfaction, and the development of critical thinking
skills.
III. Expected Outcomes & Implications:
11.Q: What kind of conclusions might this research reach?
A: The research might conclude that AI dependency has either positive, negative,
or mixed effects on student learning, potentially depending on factors like the type of
AI used, student characteristics, and teaching methods.
12. Q: What are the potential implications of the research findings for
educators?
A: The findings could inform the development of effective strategies for integrating
AI into education, addressing potential negative impacts, and ensuring equitable
access to technology.
13. Q: How might the research benefit students?
A: It could lead to improved teaching methods and better support for students
using AI tools responsibly and effectively.
14. Q: What are the potential implications for school policies regarding AI use?
A: The research could inform the creation of clear policies on AI use in the
classroom and for assignments, promoting responsible and ethical use.
15. Q: Could this research inform the development of new AI tools for
education
A: Yes, by identifying areas where AI can improve learning and areas where it may
be detrimental.
IV. Broader Context & Future Research:
16.Q: How does this research relate to broader discussions about AI in
education?
A: It contributes to the growing body of research on the impact of AI on education,
specifically focusing on the senior high school level.
17. Q: What are some limitations of this research as suggested by the title
alone?
A: The study is limited to a single school and may not be generalizable to other
contexts. It also focuses on "dependency" which is not precisely defined.
18. Q: What are some areas for future research based on this study?
A: Further studies could investigate specific AI tools, compare different schools or
demographics, or explore long-term effects of AI use.
19. Q: How might cultural context influence the findings of this research?
A: The cultural environment of Cathedral School of La Naval, Inc. may impact how
students use and perceive AI, influencing the results.
20. Q: What is the likely target audience for this research?
A: Educators, school administrators, policymakers, researchers in education
technology, and possibly parents and students.
1. Can you define what you mean by "AI dependency" in the context of
senior high school students? What specific AI tools or platforms are you
considering?
- Definition of "AI dependency" and specific AI tools/platforms AI
dependency refers to the reliance of senior high school students on
artificial intelligence-powered tools and platforms to complete academic
tasks, such as writing, research, and problem-solving. Specific AI
tools/platforms considered include language generators (e.g., ChatGPT),
virtual learning environments (e.g., online learning platforms), and
educational software (e.g., math solvers).
2. Why did you choose Cathedral School of La Naval, Inc. as the specific
location for your study? What unique characteristics of this school
make it relevant to your research?
- Rationale for choosing Cathedral School of La Naval, Inc. Cathedral
School of La Naval, Inc. was chosen due to its reputation for integrating
technology into its curriculum, making it an ideal setting to study AI
dependency. The school's demographics, including socioeconomic status
and access to technology, also provide a representative sample for the
study.
3. What aspects of the "learning experience" are you focusing on? Are you
looking at academic performance, critical thinking skills, engagement,
or something else entirely?
- Aspects of the "learning experience" focused on The study will examine
the impact of AI dependency on students' academic performance, critical
thinking skills, engagement, and motivation.
4. What is the significance of studying this impact on senior high school
students specifically, as opposed to other grade levels?
- Significance of studying senior high school students Senior high school
students are at a critical stage of development, preparing for higher
education or entering the workforce. Understanding the impact of AI
dependency on this age group can inform strategies for promoting healthy
technology use and mitigating potential negative effects.
5. What is your research methodology? What data collection methods do
you plan to employ (e.g., surveys, interviews, observations)?
- Research methodology and data collection methods The study will employ
a mixed-methods approach, combining surveys, interviews, and
observations. Data will be collected from students, teachers, and parents
to provide a comprehensive understanding of AI dependency and its
impact.
6. What are your expected outcomes or hypotheses regarding the impact
of AI dependency on students' learning experiences?
- Expected outcomes or hypotheses It is hypothesized that excessive AI
dependency will negatively impact students' critical thinking skills,
engagement, and motivation, while moderate AI use will have a positive
impact on academic performance.
7. How will you measure "impact"? What metrics or indicators will you use
to determine whether AI dependency has a positive or negative effect?
- Measuring "impact" Impact will be measured using standardized tests,
surveys, and interviews to assess students' academic performance, critical
thinking skills, engagement, and motivation.
8. What are the potential ethical considerations related to AI dependency in
education that you have taken into account?
- Ethical considerations The study will ensure informed consent,
confidentiality, and anonymity to protect participants' rights. Potential
biases and conflicts of interest will be addressed through rigorous
methodology and data analysis.
9. How do you plan to address potential confounding variables that might
affect the learning experience, aside from AI dependency?
- Addressing confounding variables The study will control for confounding
variables, such as socioeconomic status, prior academic achievement,
and access to technology, through statistical analysis and stratification.
10. What is the practical implication of your research? How might your
findings be used to improve educational practices at Cathedral School
of La Naval, Inc., or in other similar settings?
- Practical implications The study's findings will inform educational practices
at Cathedral School of La Naval, Inc. and other similar settings, providing
insights for promoting healthy technology use, developing AI literacy, and
optimizing AI integration into the curriculum.
11. What existing literature or theories are guiding your research? How
does your research build upon or differ from previous studies?
- Existing literature and theories guiding the research The study will draw on
existing literature on AI in education, technology integration, and learning
theory, including the Technology Acceptance Model (TAM) and the Unified
Theory of Acceptance and Use of Technology (UTAUT).
12. How will you define and measure "learning experience"?
- Defining and measuring "learning experience" The learning experience will
be defined as the cognitive, emotional, and social processes that occur
during academic activities. It will be measured using a combination of
quantitative (e.g., surveys, standardized tests) and qualitative (e.g.,
interviews, observations) methods to capture the complexity of the
learning experience.
