Beyond the Prompt: Grade 11 Students’ Lived Experiences with Generative Artificial Intelligence in Academic Learning
Keywords:
chat gpt, claude, gemini, generative artificial intelligence, live experiencesAbstract
The study revealed that Grade 11 students perceived ChatGPT, Claude, and Gemini as valuable learning companions that supported their academic activities. Based on the lived experiences of the eight participants, four major themes emerged: AI as a Learning Companion, where students used generative AI to explain difficult concepts, generate ideas, summarize lessons, and improve written work; Improved Academic Productivity, highlighting increased efficiency, confidence, and accessibility in completing assignments, conducting research, and preparing academic outputs; Ethical and Learning Challenges, emphasizing concerns about inaccurate AI-generated information, overreliance, plagiarism, and the possible decline of critical thinking; and Responsible and Reflective AI Use, where participants recognized that AI should complement rather than replace independent learning, teacher guidance, and personal effort. Overall, the findings indicate that while ChatGPT, Claude, and Gemini have become important academic support tools, their educational value depends on how students use them. The eight participants consistently emphasized the importance of verifying AI-generated information, maintaining academic integrity, and using generative AI as a supplementary resource rather than a substitute for genuine learning. These findings underscore the need for educators, school leaders, and policymakers to promote AI literacy and establish guidelines that encourage the ethical, responsible, and meaningful integration of generative artificial intelligence in secondary education.
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