Between assistance and dependence
High school students’ perceptions of artificial intelligence use in writing tasks
DOI:
https://doi.org/10.56162/transdigital537Keywords:
artificial intelligence, academic writing, student perception, AI-assisted learning, educational ethicsAbstract
This reseach analyzed the perceptions of first-year high school students regarding the use of artificial intelligence (AI) tools applied to academic writing. Five applications: ChatGPT, Gemini, Grammarly, ProWritingAid, and Perplexity, were explored to identify their usefulness, ease of use, and educational value. The research was conducted with 35 students, who completed AI-assisted writing tasks and answered a subsequent evaluation questionnaire. The results showed a predominantly positive attitude toward these tools, especially regarding grammatical correction, text organization, and idea generation. However, concerns were also raised about technological dependence and the potential loss of originality. In the discussion, the findings are compared with recent research, confirming the general trend toward the cautious acceptance of AI in educational contexts. The study concluded that these tools can enhance writing skills if integrated with teacher guidance and ethical reflection on their use.
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