Exploring the Perceived Benefits and Challenges of Using Artificial Intelligence in

Academic Learning

Chrysler D. Domingo

Luis Alfonso V. Hatin

Kylla Jannine B. Laroza

Jenilyn J. Salazar

Jade Robe P. Villanueva

Research Teacher

Yvee P. Gutierrez

February, 2026
 CHAPTER I

INTRODUCTION

Rationale

AI refers to computer systems designed to imitate human intelligence by

analyzing information, learning from data, and helping solve problems efficiently

(Investopedia, n.d). Artificial intelligence (AI) has become a major part of students’ daily

lives, especially in education.

The use of AI in education is not without its challenges. The effective integration

of artificial intelligence in education requires a thorough understanding of both the

technology and the learning process. This complexity is further heightened by ethical

concerns, especially in the context of the increasing use of generative artificial

intelligence. For instance, Qadir (2023) highlights the risk of students misusing AI tools

in dishonest or unauthorized ways, such as using AI-generated content to complete

assignments without proper attribution.

Many students encounter AI through online searches, email features, navigation

apps, and recommendation systems, often without noticing that AI is already being used

(Akgun & Greenhow, 2022). As AI continues to grow and develop, it is also changing

how students learn, think, and complete academic tasks.

Artificial intelligence (AI)-powered solutions are increasing commonly used in

education to improve leaning through automated help, personalized assistance, and

instant feedback. AI technologies like ChatGPT, Grammarly, and Quillbot are frequently

used by students to enhance their writing, comprehend classes, and finish academic tasks
on time. These resources are often seen as helpful since they improve their language

accuracy, save time, and provide quick academic assistance. By enabling students to

explore knowledge and accomplish tasks in more ways, artificial intelligence (AI) also

contributes to better access to educational resources (Edtech, 2020). With personalized

learning experience and intelligent tutoring systems. AI has the ability to accommodate

various learning and academic levels (Hwang et al., 2020), AI has the potential to

revolutionize education. (Holmes et al., 2019) and addresses the diverse needs of

learners.

However, positive educational outcomes are not guaranteed solely by the

adoption of advanced AI technologies (Castaneda & Selwyn, 2018; Du Boulay, 2000;

Selwyn, 2016). Ethical issues including plagiarism, improper use of AI-generated

content, and a lack of creativity also call into question the responsible usage of AI.

Therefore, AI can be viewed as either a powerful tool that enhances learning or a serious

risk that could impair student capacity for learning and academic integrity.

Despite the increasing prevalence of AI technologies in students’ academic lives,

limited understanding about how students really interact with these tools in actual

educational environments. While most conversations center on the benefits of AI or the

dangers of cheating, fewer research examine how students make use of AI in practice,

why they depend on it, and how it impacts their performance and learning habits.

Furthermore, there is a lack of student-centered studies that investigate whether students

perceive AI as beneficial assistance or something that impairs their autonomy and critical

thinking abilities. Because of this gap, it’s critical to investigate students’ perception

experiences in order to fully understand how AI is actually affecting education.

 This study aims to explore the experiences and opinions of Grade 11 students at

Dupax Del Sur National High School regarding the use of AI-powered technologies for

academic tasks. Specifically, it seeks to understand how students use AI tools in their

schoolwork, the benefits they believe AI brings to their learning, and the challenges or

disadvantages that may come from depending too much on these technologies. The

general significance of this study is that it helps people better understand how AI is

affecting students’ learning habits, thinking skills, and academic values. The results of

the study can guide teachers, school leaders, and policymakers in creating better rules,

teaching strategies, and ethical guidelines so that AI is used in a way that truly supports

learning, encourages responsible use, and protects academic honesty. The results of this

study could support ethical, balanced, and responsible AI use in education for students,

teachers, and educational institutions.

Statement of the Problem

This qualitative study aims to explore the perceived benefits and challenges of

using artificial intelligence in academic learning. Specifically, it seeks to answer the

following questions:

1. How do students describe their experiences in using artificial intelligence for academic

learning?

2. What benefits do students perceive from using artificial intelligence in their studies?

3. What challenges or difficulties do students encounter when using artificial intelligence

for academic purposes?

4. What strategies do students use to effectively utilize artificial intelligence in their

school tasks?

Framework of the study

INPUT PROCESS OUTPUT

 Students 1. Selection of Grade Clear understanding

Profiles. 11 learners through of how generative AI
 Structured open purposive tools influence
ended sampling based on students’ learning
questionnaire their experience experiences,
about AI Tools: using AI tools. highlighting both
Generative AI 2. Conducting of benefits and potential
(ChatGPT, interview with the risks.
Grammarly, selected Grade 11
The perceived benefits
Quillbot). learners
and challenges of
3. Interpretation of
using artificial
responses.
intelligence in
academic learning

Figure 1: Research Paradigm

The Input includes the students’ profiles and the generative AI tools they use,

which serve as the main sources of information. The Process involves selecting Grade 11

learners through stratified sampling to ensure proper representation, conducting

interviews, and analyzing their responses. The Output is a clear understanding of how

generative AI tools influence students’ learning experiences, identifying both their

benefits and potential risks.

 This study on the Benefits and Challenges of Using Artificial Intelligence (AI) in

Academic Learning is anchored on the Constructivist Learning Theory of Jean Piaget and

the Sociocultural Theory of Lev Vygotsky.

Constructivist Learning Theory explains that learners actively construct

knowledge through experiences and interaction with their environment. In the context of

artificial intelligence, AI-powered tools such as intelligent tutoring systems and adaptive

learning platforms provide interactive and personalized experiences that allow students to

build understanding at their own pace. The benefits of AI—such as immediate feedback,

accessibility of information, and personalized instruction—support knowledge

construction. However, challenges such as overreliance on AI, reduced critical thinking,

and limited independent problem-solving may affect how students internalize learning.

Meanwhile, Vygotsky’s Sociocultural Theory emphasizes the importance of

social interaction and guidance in learning. AI can function as a form of scaffolding by

assisting students when teachers or peers are not immediately available. Through

adaptive responses and guided prompts, AI tools may help learners operate within their

Zone of Proximal Development (ZPD). However, the theory also highlights a challenge:

excessive dependence on AI may reduce meaningful peer collaboration and authentic

teacher-student interaction, which are essential for deeper learning.

Additionally, this study is supported by the Technology Acceptance Model

(TAM) developed by Fred Davis (1989). TAM explains that individuals’ acceptance of

technology depends on perceived usefulness and perceived ease of use. Students are more

likely to integrate AI into their academic learning if they believe it improves performance
and is easy to operate. Conversely, concerns about accuracy, ethical issues, and academic

integrity may reduce acceptance.

Together, these theories explain how AI can enhance academic learning while

also presenting potential challenges that influence students’ perceptions and experiences.

Scope and Delimitation

This study focuses on exploring the perceived benefits and challenges of using

artificial intelligence in academic learning among Grade 11 students. It examines the

students’ profiles and the generative AI tools they use for academic purposes, and gathers

their experiences and insights through interviews. The study aims to provide a clear

understanding of how artificial intelligence influences their learning, particularly in terms

of its perceived advantages and possible challenges or risks.

The study is limited to selected Grade 11 students from the chosen school. It

centers only on the students’experiences with AI tools and does not measure their

academic performance or compare them with non-users. The perspectives of teachers,

parents, and other grade levels are not included, and the study focuses on artificial

intelligence tools used for academic learning.

Significance of the Study

This study is important because it looks at both the positive and negative of using

AI tools in students’ learning. With AI becoming part of everyday school life, it’s

important to understand how it can help students study better and where it might cause

problems.
Students. It will help them see how AI can make learning easier, save time, and improve

understanding, but also make them aware of possible downsides, like relying too much

on it or getting distracted.

Teachers. The study can show how AI can be used to support lessons without stopping

students from thinking for themselves.

School Administrators. The result can guide schools in creating rules for responsible

and safe use of AI tools.

Parents. It can help them understand how AI affects their children’s learning and how to

guide them at home.

Future Researchers. This study can be a starting point for more studies about how AI

helps or hinders learning in schools.

Definition of Terms

AI Tools. Software or applications powered by AI that help students perform tasks faster

and more efficiently, like chatbots, Grammarly, or learning platforms (Huang & Rust,

2021). In this study, it is observed through the specific AI tools students use for

schoolwork, such as ChatGPT, Grammarly, or Google Learning tools.

Artificial Intelligence. Computer programs or systems that perform tasks normally,

requiring human thinking, such as learning, problem-solving, and decision-making (Gil

de Zúñiga, Goyanes, & Durotoye, 2023). In this study, it is measured as the use of AI

systems or programs by students for academic purposes, such as learning apps, chatbots,

or writing assistants.
Benefits. Positive effects of using AI, such as faster task completion, better

understanding of lessons, and improved academic performance (Chen, Zhang, & Xu,

2022). In this study, it is identified through students’ responses about the benefits they

gain from using AI tools in learning and completing school tasks.

Challenges. Negative effects of using AI, like overreliance on technology, distractions,

or decreased critical thinking skills (Chen, Zhang, & Xu, 2022). In this study, it is

identified through students’ responses about challenges or problems they experience

when using AI tools.

 CHAPTER II
RESEARCH METHODOLOGY

Research Design
This study will use a phenomenological research design, a qualitative approach

that focuses on understanding people’s real-life experiences and the meanings. It will

explore the shared experiences of students in using artificial intelligence (AI) tools in

their schoolwork, and also its benefits, and challenges.

This study fall under phenomenological research design, because it will examine

how students experience the use of AI in completing tasks, understanding lessons, and

managing their workload, emphasizing their personal insights, feelings, and reflections

regarding its use. The findings of this study will be presented in a research paper,

organized into themes that clearly describe the participants’ lived experiences and

perspectives.

Research Locale

This study will be conducted at Dupax Del Sur National High School (DDSNHS)

located at the Domang, Dupax Del Sur, Nueva Vizcaya. This location is suitable for the

study because students actively use digital tools in their school activities, making it a

meaningful setting for exploring their real experiences, and challenges in using AI tools

for learning. Dupax del Sur National High School is an Integrated High School that offers

Junior and Senior High School. It is a public school that is under the department of

Education particularly the Schools Division of Nueva Vizcaya. There are more than 800

students both Junior and Senior High School.

 Figure 2: Map of the School
Source: Google Map

Research Respondents and Sampling Procedure

The study will employ purposive sampling, specifically criterion sampling, to

select participants who have direct experience using Artificial Intelligence in academic

learning. Participants will be chosen based on their familiarity with AI tools and their

ability to describe both the benefits and challenges encountered. A sample of 15–20

participants will be interviewed, and data collection will continue until data saturation is

achieved.
Data Gathering

Develop the interview Guide (Open-Ended Questions)

Seek Permission from School Authorities

Select Participants Using Purposive Sampling (students with experience using AI tools)

Secured Informed Consent from Participants

Conduct In-Depth Interviews / Distribute Open-Ended Questionnaires

Record and Transcribe Responses

Organized and Familliarize with the Data

Analyze Responses Systematically

Figure 3: Flow Chart

The study followed a qualitative research design to gather detailed information

from selected participants. The researchers developed open-ended interview questions

and had them validated by the research teacher before securing permission from school
authorities. The researchers selected participants through purposive sampling and

obtained informed consent to ensure voluntary participation. Data collection took place

through interviews and questionnaires, which the researchers recorded, transcribed, and

organized for analysis. The researchers carefully examined the responses to identify

patterns and themes, helping in interpreting the findings and drawing meaningful

conclusions, while strictly observing ethical standards such as confidentiality, anonymity,

and data privacy.

Treatment of Data

In this study, thematic analysis will be used to examine the data. The main goal is

to find common patterns and real insights about the benefits and challenges students

experience when using artificial intelligence (AI) tools in their schoolwork. The data

from interviews and open-ended responses will be carefully reviewed to identify

important ideas and repeated experiences shared by the students. The researchers will

look for common themes such as how AI helps in studying, problems in overreliance,

effects on motivation, changes in learning habits, confidence in schoolwork, and concerns

about fairness and honesty. These themes will help show how students truly experience

AI in their daily academic lives and how it shapes the way they learn and think.

To answer the research questions, responses will be organized into clear themes

for each question: students’ experiences will be categorized as positive, negative, or

neutral; perceived benefits will be grouped into themes such as time efficiency, improved

understanding, and access to resources; challenges will be summarized in categories like

technical issues, overreliance, and access limitations; and strategies will highlight

practical approaches students use to maximize AI’s effectiveness. Each theme will be
illustrated with direct quotes or examples from participants to show patterns and provide

a rich, descriptive understanding of their perspectives.

Ethical Consideration

This study gives importance to ethical principles such as informed consent,

confidentiality, and voluntary participation. Participants will be informed about the

purpose of the study, and their freedom to withdraw at any time will be respected. For

participants who are minors, parental or guardian consent will be secured prior to

participation. To ensure privacy, the identities of the participants will be kept anonymous,

and all information will be treated with strict confidentiality. The researchers will

maintain a respectful and unbiased approach in handling and interpreting the data to

accurately represent the participants’ experiences. Approval from school authorities will

also be obtained to ensure that the study follows proper ethical standards.
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