eng Science and Education Publishing American Journal of Educational Research 2327-6150 2024-09-13 12 9 348 355 10.12691/education-12-9-2 EDUCATION20241292 article Kyle Doty kdoty@flvs.net 1 Lodi Lipien 2 Florida Virtual School, American College of Education Florida Virtual School This quantitative study investigates high school students¡¯ perceptions and attitudes towards the usage of ChatGPT and other GAI tools in online K-12 education, as well as students¡¯ preferences for learning to use Artificial Intelligence (AI) from teachers. Conducted at a large virtual school on the east coast of the USA, the research focuses attention on students in grades 9-12 enrolled in Math courses. The study utilized a 9-item survey to gather data on students¡¯ frequency of AI usage, attitudes towards AI, and student interest in receiving instruction from teachers about AI use. Key findings reveal that while a majority of students do not regularly use AI tools for academic work, there is a significant interest in learning how to effectively utilize these tools. Student participants expressed mixed attitudes towards AI, with ethical issues, loss of critical thinking skills, and over-reliance of technology being the chief concerns. Despite these concerns, many students acknowledged the potential of AI in enhancing learning experiences and expressed a desire for more structured support from educators. The study highlights the need for clear policies and educational strategies to address the ethical implications and practical applications of AI in K-12 virtual education, fostering a balanced approach that enhances learning while mitigating potential drawbacks. https://pubs.sciepub.com/education/12/9/2/education-12-9-2.pdf K-12 Education online learning virtual education AI tools ChatGPT Artificial Intelligence AI in Education critical thinking AI integration educational strategies and student perceptions