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Investigation of Generative AI Adoption in IT-Focused Vocational Secondary School Programming Education

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Publicado en:Education Sciences vol. 15, no. 9 (2025), p. 1152-1178
Autor principal: Annuš Norbert
Publicado:
MDPI AG
Materias:
Problem solving
Teaching
Software
Network topologies
Computer science
Ethics
Secondary school students
Generative artificial intelligence
Teachers
Chatbots
Cognition & reasoning
Use statistics
Programming languages
Perceptions
Vocational schools
Personalized learning
Technology Acceptance Model
Secondary schools
Education
Secondary School Science
High School Students
Information Retrieval
Control Groups
Influence of Technology
Learning Strategies
Educational Methods
Learning Processes
Researchers
Computer Science Education
Learning Experience
Educational Technology
Instructional Materials
Cooperative Learning
College Students
Artificial Intelligence
Comparative Education
Comparative Analysis
Educational Environment
Database Management Systems
College Science
Logical Thinking
Algorithms
Acceso en línea:Citation/Abstract
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Resumen:The application of artificial intelligence in education, particularly in learning programming, is gaining increasing significance. However, research on secondary school students specializing in IT at an early stage has received relatively little attention in this field. The aim of this study is to assess how vocational secondary school IT students utilize Generative artificial intelligence in learning programming. The study employed a survey-based methodology, where students with varying levels of knowledge were surveyed to understand their AI usage patterns. The sample consisted of students from vocational IT schools, and data were analyzed using descriptive statistics and independent samples t-tests. The results indicate that students with different levels of knowledge use AI tools differently, with ChatGPT being the most popular tool. The study further highlights that AI usage brings significant benefits, such as providing a personalized learning experience and enabling quick error correction. However, excessive reliance on AI tools may hinder students from acquiring fundamental programming skills. The findings support the idea that while AI can effectively complement teachers’ explanations, overdependence on it can be risky, potentially reducing students’ creativity and problem-solving abilities. The study emphasizes the crucial role of educators in teaching the responsible and ethical use of artificial intelligence. The results of this research offer new perspectives on the effective integration of Generative artificial intelligence into vocational secondary school programming education and suggest further studies to compare its applications at the university level. However, the study acknowledges certain limitations, such as the potential bias of self-reported data, which may affect the generalizability of the results. Unlike other studies, the age groups we surveyed, and the cohorts formed from them are nearly evenly distributed, making our sample representative of the region in question.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15091152
Fuente:Education Database