Kyle Doty^1,, Lodi Lipien²

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.

K-12 Education, online learning, virtual education, AI tools, ChatGPT, Artificial Intelligence, AI in Education, critical thinking, AI integration, educational strategies, and student perceptions