Investigation of Generative AI Adoption in IT-Focused Vocational Secondary School Programming Education
Αποθηκεύτηκε σε:
| Εκδόθηκε σε: | Education Sciences vol. 15, no. 9 (2025), p. 1152-1178 |
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| Κύριος συγγραφέας: | |
| Έκδοση: |
MDPI AG
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| Θέματα: | |
| Διαθέσιμο Online: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 022 | |a 2227-7102 | ||
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| 024 | 7 | |a 10.3390/educsci15091152 |2 doi | |
| 035 | |a 3254506371 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Annuš Norbert | |
| 245 | 1 | |a Investigation of Generative AI Adoption in IT-Focused Vocational Secondary School Programming Education | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Problem solving | ||
| 653 | |a Teaching | ||
| 653 | |a Software | ||
| 653 | |a Network topologies | ||
| 653 | |a Computer science | ||
| 653 | |a Ethics | ||
| 653 | |a Secondary school students | ||
| 653 | |a Generative artificial intelligence | ||
| 653 | |a Teachers | ||
| 653 | |a Chatbots | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Use statistics | ||
| 653 | |a Programming languages | ||
| 653 | |a Perceptions | ||
| 653 | |a Vocational schools | ||
| 653 | |a Personalized learning | ||
| 653 | |a Technology Acceptance Model | ||
| 653 | |a Secondary schools | ||
| 653 | |a Education | ||
| 653 | |a Secondary School Science | ||
| 653 | |a High School Students | ||
| 653 | |a Information Retrieval | ||
| 653 | |a Control Groups | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Educational Methods | ||
| 653 | |a Learning Processes | ||
| 653 | |a Researchers | ||
| 653 | |a Computer Science Education | ||
| 653 | |a Learning Experience | ||
| 653 | |a Educational Technology | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a College Students | ||
| 653 | |a Artificial Intelligence | ||
| 653 | |a Comparative Education | ||
| 653 | |a Comparative Analysis | ||
| 653 | |a Educational Environment | ||
| 653 | |a Database Management Systems | ||
| 653 | |a College Science | ||
| 653 | |a Logical Thinking | ||
| 653 | |a Algorithms | ||
| 773 | 0 | |t Education Sciences |g vol. 15, no. 9 (2025), p. 1152-1178 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3254506371/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3254506371/fulltextwithgraphics/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3254506371/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |