Lived Experience of Grade 11 STEM Students on the use of Perplexity AI in

Academic Work

Jude Anthony T. Flores Annette Beatrice

Q. Jitesh
judeanthonyflores@[Link]
annettebreatricejitesh@[Link]

Ann Margaret M. Cardinal Sean Gabriel T.

Cadimas
annmargareetcardinal@[Link]
seangabrielcadimas@[Link]

Leam Gabriel B. Campasas Emmanoelle C.

Umbac
leamgabrielcampasas@[Link]
emmanoelleumbac@[Link]

St. Louis School of Don Bosco, Inc., Negros Oriental, Philippines

[Link] qualitative study explored the “Lived Experiences of Grade 11 STEM

Students on the use of Perplexity AI as a Tool for Academic Work.” The research
aimed to understand how students integrate artificial intelligence into their learning
processes, the benefits they perceive, and the challenges they encounter.
Conducted at Saint Louis School of Don Bosco during the academic year 2025–2026,
the study utilized a phenomenological research design to capture students’ personal
experiences and insights. Participants were selected through purposive sampling,
and data were gathered through in-depth interviews. The collected data were
analyzed using thematic analysis to identify recurring patterns and meanings.
Findings revealed that Perplexity AI serves as a supportive academic resource by
enhancing research efficiency, clarifying complex concepts, and assisting in task
completion. However, concerns regarding overreliance, accuracy of information, and
academic integrity were also expressed. Overall, the study highlights both the
opportunities and limitations of integrating AI tools in academic settings and
provides insights for educators and institutions in guiding responsible AI use among
students.
Keywords: Artificial Intelligence in Education; Academic Work; Lived
Experiences; Perplexity AI; STEM Students

1.0 Introduction
Artificial Intelligence in Education (AIED) has evolved into a rapidly expanding and
multidisciplinary field, encompassing adaptive learning systems, intelligent
assessment tools, profiling technologies, and emerging AI-driven applications
designed to enhance educational processes (Wang et al., 2024; Chen et al., 2020;
Nuryadin & Marlina, 2023). As AI technologies continue to advance, their integration
into learning environments has shifted from basic computer-assisted instruction to
sophisticated systems capable of personalization, automation, and human–machine
collaboration (Alfraih & Alharbi, 2023; Mariyono & Nur Alif Hd, 2025). These
technologies promise improved academic performance, increased engagement, and
tailored learning experiences; however, they also raise concerns related to ethics,
data privacy, equity, and the evolving role of educators (UNESCO, n.d.). While
existing research extensively examines AI adoption in higher education and
explores policy frameworks and curriculum integration (Ali & Chinnappan, 2026;
Stöhr et al., 2024), studies focusing specifically on secondary STEM education
remain limited (Osorio-Alfaro et al., 2025). Moreover, although AI-powered tools are
increasingly used for academic writing, research design, content structuring, and
language refinement (International Journal of Science and Management Studies,
2024; Khalifa & Albadawy, 2024; Xu, 2025), there is insufficient understanding of
how senior high school STEM students experience and perceive these tools in their
academic work. This gap highlights the need to explore the lived experiences of
Grade 11 STEM students in using AI tools, in order to better understand their
academic, cognitive, and ethical implications within secondary education contexts.
The global educational landscape has been significantly transformed by AI, with
applications ranging from personalized tutoring to intelligent assessment systems
that enhance learning outcomes (Wang et al., 2024). While these international
advancements offer promising benefits for academic efficiency, they also introduce
critical challenges such as student over-reliance, ethical concerns regarding data
privacy, and the potential erosion of critical thinking skills (Vieriu & Petrea, 2025;
Zhai et al., 2024). This issue is particularly relevant in the Philippines, where
education students are increasingly adopting tools like Perplexity AI to navigate
their coursework and academic writing (International Journal of Science and
Management Studies, 2024). Despite a generally positive local perception regarding
the integration of AI in the curriculum, there is a growing need to analyze how these
technologies impact students' cognitive abilities and academic integrity within the
Philippine context. Thus, investigating the factors influencing AI adoption and its
subsequent effects is essential to develop policies that ensure the responsible and
effective use of AI in higher education (UNESCO, 2025).
The goal of this study is to investigate the impact of artificial intelligence (AI) tools
on students in higher education, particularly how AI influences their academic
performance, learning experiences, critical thinking, writing skills, and reliance
behaviors. While AI offers benefits such as personalized learning, improved
efficiency, and enhanced research support, it also presents challenges including
overreliance, academic integrity concerns, misinformation, and ethical issues.
Therefore, it is important to examine how students actually use AI and how it affects
their cognitive, behavioral, and academic development. Understanding these
patterns will help in developing structured guidelines and responsible usage
strategies. The findings of this study can support the creation of evidence-based
policies and programs that promote ethical, balanced, and human-centered AI
integration in education.

1.1 Related Literature

Artificial Intelligence in Education

Artificial intelligence (AI) in education has developed into a broad and
multidisciplinary field that examines its applications, impacts, and research
foundations across various educational contexts. A comprehensive body of literature
highlights that AI is widely used for adaptive learning and personalized tutoring,
intelligent assessment and administrative management, student profiling and
prediction, and emerging educational technologies, reflecting both technical system
design and the study of adoption, outcomes, and challenges (Wang et al., 2024).
Research shows that AI has evolved from basic computer-assisted instruction to
advanced web-based platforms, embedded systems, humanoid robots, and chatbots
capable of supporting or independently performing instructional and administrative
tasks, such as grading, feedback provision, and curriculum customization, thereby
enhancing efficiency, learner engagement, and overall educational quality (Chen et
al., 2020). At the same time, while AI contributes to improved learning
effectiveness, personalized experiences, and streamlined administrative processes,
significant concerns remain regarding data privacy, reduced human interaction,
changing teacher roles, and financial and infrastructural barriers, particularly in
public schools (Nuryadin & Marlina, 2023). Overall, the literature emphasizes the
need for supportive policies, educator preparedness, adaptive curricula aligned with
technological and industry developments, and further research into underexplored
areas to ensure that AI implementation leads to inclusive, ethical, and high-quality
educational transformation (Wang et al., 2024; Nuryadin & Marlina, 2023).

Role of AI tools in modern learning environments

Artificial intelligence (AI) tools play an increasingly transformative role in modern
learning environments by enhancing blended learning, personalizing instruction,
and fostering collaborative human–machine interaction. In blended learning
contexts, AI applications have primarily supported online asynchronous components
by promoting flexibility, learner autonomy, and data-driven feedback, while also
serving as supplementary assistants through learning analytics that enhance
student interaction and engagement (Alfraih & Alharbi, 2023). However, limited
research has explored how AI can effectively bridge online and face-to-face
classroom activities or function as pedagogical agents such as robots, suggesting
the need for further innovation alongside the rise of generative AI technologies.
Beyond blended learning, AI is reshaping education globally by enabling
personalized learning pathways, promoting inclusivity, and strengthening
collaboration between educators and intelligent systems, while also raising critical
ethical and policy concerns related to algorithmic bias, data privacy, and the digital
divide (Mariyono & Nur Alif Hd, 2025). International organizations emphasize that
although AI offers significant potential to address global educational challenges and
improve access and quality, its integration must follow human-centered policies and
ethical frameworks to ensure equity and responsible implementation (UNESCO,
n.d.). Overall, the literature highlights that AI tools are not only technological
enhancements but strategic partners in modern education, requiring thoughtful
governance, teacher training, and inclusive policies to maximize their benefits while
mitigating risks.

Adoption of AI in STEM education

The adoption of artificial intelligence (AI) in STEM education is expanding across

secondary and higher education, yet research and implementation remain uneven
and still developing. In secondary STEM contexts, empirical studies from 2014–2024
show growing interest in AI applications, including a newly identified category of
chatbots and conversational agents, with reported benefits such as improved
academic performance, increased student motivation, and enhanced technological
skills; however, significant challenges persist, including insufficient teacher training,
limited technological infrastructure, ethical concerns, and risks such as cognitive
passivity among learners (Osorio-Alfaro et al., 2025). At the higher education level,
AI adoption is often centered on teaching and learning practices, particularly
curriculum implementation, but lacks comprehensive integration into curriculum
design, development, and evaluation, revealing gaps in the alignment of research,
policy, and practice needed to build future-proof STEM programs (Ali & Chinnappan,
2026). More broadly, systematic reviews of AI in education highlight that AI
applications in STEM span adaptive learning systems, intelligent assessment,
profiling and prediction tools, and emerging educational technologies, while also
emphasizing multidisciplinary research approaches and underexplored areas that
require further investigation (Wang et al., 2024). Overall, while AI demonstrates
strong potential to transform STEM education through personalization, automation,
and innovation, its effective adoption depends on system-wide reforms, coherent
policy frameworks, ethical safeguards, and sustained research efforts to fully realize
its benefits across educational levels.

Perplexity AI as a Research and Learning Tool

Emerging scholarship underscores the transformative influence of generative
artificial intelligence on academic research and educational practices. Recent
literature highlights the growing role of generative artificial intelligence in
transforming academic research and education. Comparative analyses explain that
Perplexity AI functions as a retrieval augmented system that emphasizes real time
data integration and citation transparency, while ChatGPT focuses more on
reasoning, creativity, and interactive content generation, making both tools
valuable for different academic purposes (Rajamani & Selvam, 2025). At the same
time, research examining AI adoption among university students shows that a large
majority actively use generative AI tools for academic writing, literature searching,
and learning support, though differences exist across academic levels and
disciplines, reinforcing the need for structured AI literacy programs and institutional
guidelines (Pillai et al., 2025). Broader discussions on large language models in
education further emphasize their potential to enhance personalized learning,
accessibility, and administrative efficiency, while also acknowledging ethical
concerns, technical limitations, and the importance of responsible integration into
traditional educational systems (Fütterer & Seidl, 2025).

Use of Perplexity AI in academic research and information gathering

Scholarly attention has also increasingly focused on the educational and

professional applications of Perplexity AI. Recent literature discusses the expanding
adoption and educational applications of Perplexity AI across academic and
professional contexts. Large scale analyses of AI agents, particularly those
integrated into web environments such as Comet, reveal varied adoption patterns
influenced by socioeconomic and professional factors, with significant usage
concentrated in productivity, learning, and research related tasks (Comet Field
Study, 2025). Educational discussions further highlight Perplexity AI’s strengths in
contextual understanding, citation transparency, efficiency, and its ability to
synthesize information from multiple sources, making it a valuable support tool for
journal writing and thesis development (Rahman, 2025). In language learning
contexts, qualitative investigations indicate that students perceive Perplexity AI as
beneficial in enhancing writing skills, improving organization, and increasing
research efficiency, suggesting its potential integration into higher education
instruction when guided by proper academic oversight (Siregar, 2025). Use of
Perplexity AI in academic research and information gathering
Accuracy, reliability, and citation transparency of Perplexity AI

At the same time, critical assessments draw attention to both the advantages and
limitations of the platform. Recent evaluations of Perplexity AI highlight both its
strengths in citation transparency and ongoing concerns regarding reliability.
Analyses of academic query performance note that while Perplexity provides inline
citations that enhance source visibility, issues such as hallucinations and
unsupported or “ghost” citations remain present, requiring users to independently
verify information (Tow Center for Digital Journalism, 2025). Performance
benchmarking reports strong accuracy scores and competitive advantages over
other AI search engines due to its real-time web retrieval and transparent
referencing system, yet expert reviews reveal frequent citation misattributions and
incomplete source support, reinforcing the need for cautious use (Words at Scale,
2025). Comparative assessments in medical information contexts further indicate
that although Perplexity demonstrates superior citation structure compared to other
generative models, reliability challenges persist, particularly in specialized domains,
leading scholars to recommend human oversight and systematic AI audits to
improve scholarly accuracy (Kim et al., 2025).

Student’s Lived Experiences in Using AI for Academic Work

Recent literature highlights the expanding role of artificial intelligence (AI) in

education, particularly in improving academic performance, learning outcomes, and
student engagement. In open and distance learning (ODL), AI adoption has shown
significant potential to predict and enhance academic achievement through
machine learning and statistical methods, although a structured process-based
framework for evaluating its broader educational impact remains lacking (Adewale
et al., 2024). Similarly, a systematic review by Ambarita and Nurrahmatullah (2024)
found that AI positively influences cognitive learning outcomes in both schools and
universities, though challenges and risks require careful integration into educational
systems.

Students’ perceptions, feelings, and attitudes towards AI use

Beyond academic performance, AI also affects students’ well-being and attitudes.

While AI supports personalized learning and mental health assistance, it may
contribute to technostress, digital fatigue, and reduced interpersonal interactions if
overused (Klimova & Pikhart, 2025). Studies on students’ attitudes reveal generally
positive perceptions of AI, especially when tools are perceived as useful and easy to
use, aligning with the Technology Acceptance Model (Labrague & Al Harrasi, 2025).
Positive attitudes toward AI have also been associated with improved English
language skills (Basri & Nasruddin, 2023). However, research on secondary school
students shows gaps in understanding how mental models about AI are formed and
how learning interventions influence these perceptions (Marx et al., 2023).

Benefits and challenges experienced by students when using AI tools

The growing use of AI chatbots further illustrates both opportunities and concerns in
education. Students recognize benefits such as immediate feedback, study support,
and improved knowledge acquisition (Jo, 2024; Pitts et al., 2025). However, they
also express concerns regarding academic integrity, overreliance, bias,
misinformation, and data privacy (Pitts et al., 2025). In academic writing, students
face ethical issues, inaccuracies, and limited tool features, often addressing these
challenges by double-checking AI outputs and maintaining human oversight
(Nugroho & Trisusana, 2024).

Academic Integrity and Ethical Concerns in AI Usage

With the rise of artificial intelligence technologies in educational settings, students

and educators now have access to tools that can enhance learning, streamline
tasks, and facilitate research. However, these innovations also raise concerns about
academic integrity, as AI tools may enable plagiarism or ethical lapses if misused.
The integration of AI in education has prompted debates about maintaining
academic integrity, as students may be tempted to rely on AI generation. Tools like
AI writing assistants, automatic code generators, and problem-solving platforms
provide convenience but also raise concerns about misrepresentation and over-
reliance on technology. Additionally, the increased use of AI may also lead to
impeded critical thinking, suppressed creativity, and the loss of originality in
multiple fields (Khatri & Karki, 2023).

Ethical use of AI in student academic work

Students often overlook ethical considerations when using AI in academic work,

frequently incorporating AI-generated content without proper citation of authors,
which often results in a violation of intellectual property rights. However, when
integrated responsibly, generative AI encourages digital literacy and hands-on
learning, enhancing integrity rather than undermining it (Tan & Maravilla, 2024).
Consequently, maintaining academic integrity requires students to recognize the
ethical impacts of using AI-generated content. Clear institutional policies and ethical
training guidelines are essential to mitigate concerns like bias, improper citation and
over-reliance in educational settings.

School policies and responsible AI use

School policies and responsible AI use have emerged as a critical multidisciplinary

framework guiding the ethical integration of artificial intelligence across K-12 and
higher education contexts to balance innovation with academic integrity. A growing
body of literature underscores that these policies typically outline permissible AI
applications like research assistance and drafting support, while prohibiting
plagiarism through full content generation, alongside mandates for transparency in
AI disclosure and faculty training programs (Cornell Center for Teaching Innovation,
2023). Research shows that effective school AI policies start simple with basic rules
on what students can use AI for, then grow to include things like following data
privacy laws such as FERPA, checking for AI biases, making sure everyone has fair
access, and regularly reviewing the rules to handle new AI tools like chatbots
(Georgieva & Stuart 2025). Ultimately, the literature advocates for collaborative
policy development involving educators, administrators, and students coupled with
pilot implementations to help create fair AI systems that put student learning first
(Graf, 2024; DerSimonian & Montagnino, 2025).

Impact of AI Tools on Students’ Academic Performance and Skills

Artificial intelligence (AI) is rapidly transforming higher education, influencing how

students learn, interact, and manage academic responsibilities. Research indicates
that AI can enhance learning outcomes by providing personalized instruction,
adaptive feedback, and predictive analytics, which support academic performance
and student engagement (Klimova & Pikhart, 2025; Adewale et al., 2024). AI tools
also offer mental health support and more efficient communication, yet over-
reliance may result in digital fatigue, technostress, and decreased face-to-face
interaction, potentially weakening interpersonal and emotional skills. In open and
distance learning environments, AI applications such as machine learning and
statistical modeling are used to predict academic achievement and inform
instructional strategies, though many studies remain theoretical rather than
empirical (Adewale et al., 2024; Klimova & Pikhart, 2025). Overall, while AI presents
significant opportunities for enhancing education, careful integration and balanced
use are essential to optimize student learning, promote well-being, and reduce the
risks of overdependence on technology.
Effects of AI on critical thinking and independent learning

Generative AI tools have increasingly been used to support critical thinking,

independent judgment, and writing skills across higher education and language
learning contexts (Melisa et al., 2025; Zakaria et al., 2025). Studies show that AI
facilitates access to diverse perspectives, aids information evaluation, and assists in
constructing coherent arguments, thereby enhancing students’ cognitive and
analytical skills. In ESL education, AI can improve writing quality and critical
reasoning, but excessive reliance may reduce students’ motivation to think
independently and verify information, raising concerns about academic integrity
(Zakaria et al., 2025; Melisa et al., 2025). Systematic reviews emphasize the
importance of guided and ethical use of AI, suggesting that AI literacy programs and
instructor supervision are essential for maximizing learning outcomes. By fostering
responsible engagement with AI tools, educators can help students develop both
technological skills and higher-order thinking, ensuring that AI serves as an
educational aid rather than a substitute for critical cognition.

Influence on research skills and academic confidence

The integration of AI in education is closely linked to self-regulated learning (SRL), AI

literacy, and student engagement, with self-efficacy and curiosity emerging as key
influencing factors (Banihashem et al., 2025; Schutte & Li, 2025). AI interventions,
including adaptive systems, intelligent tutoring, and personalized feedback,
primarily support cognitive and metacognitive aspects of SRL, while motivational
elements remain underexplored (Banihashem et al., 2025; Bećirović et al., 2025).
Research on AI literacy highlights that technical understanding, practical
application, and self-efficacy positively influence students’ AI output quality,
whereas critical appraisal can sometimes reduce confidence. Additionally, self-
efficacy mediates the relationship between curiosity and actual AI use, suggesting
that students who are both curious and confident are more likely to engage
productively with AI tools (Schutte & Li, 2025; Bećirović et al., 2025). These findings
underscore the importance of fostering AI skills, curiosity, and ethical guidance to
ensure that students use AI effectively while developing independent problem-
solving, analytical reasoning, and decision-making capabilities.

1.2 Related Studies

Artificial intelligence (AI) has increasingly become a valuable tool in education,
supporting both learning efficiency and productivity. For instance, Lubis and Hz
(2024) revealed that university students perceive AI as a means to enhance
composition speed, while Ward et al. (2024) found that learners using AI
applications achieved higher grades with reduced study hours. Similarly, Sari and
Pratama (2024) reported that AI helped students in the English Education Program
at Palangka Raya’s Islamic University with brainstorming, organizing, and refining
compositions, boosting confidence and reducing stress. Together, these studies
illustrate the growing recognition of AI as a facilitator of academic efficiency.
In STEM education, the benefits of AI extend to complex and technical tasks. Valeri,
Nilsson, and Cederqvist (2025) highlighted that students using ChatGPT gained
better conceptual understanding and developed effective prompting techniques,
though accuracy and hallucinations remained concerns. Horvat et al. (2025)
similarly observed frequent use of AI chatbots for coding, exam preparation, and
understanding difficult concepts, with students valuing the tools despite limitations
in accuracy and premium access. Lubis (2024) also emphasized that STEM students
rely heavily on AI for time management and convenience, underscoring the
importance of balancing tool use with fostering independent learning.
The positive impacts of AI are also evident in graduate and higher education
settings. Godinez and Bacang (2025) noted improvements in research efficiency,
writing quality, and creativity among graduate learners, while Vieriu and Petrea
(2025) emphasized enhanced motivation and personalized instruction, though they
cautioned against over-dependence. Similarly, Supriadi (2025) highlighted that AI
can serve as a “formative mirror,” providing real-time feedback; however, it may
also trigger anxiety and emotional tension, underscoring the importance of ethical
and relational mediation.
While many studies emphasize cognitive and motivational gains, Tadena et al.
(2025) provides a different perspective. The study found that AI-generated audio-
visual content, though efficient for academic tasks, is often unoriginal and less
creative than human-produced media. This finding highlights the need for students
to apply critical thinking to distinguish AI content from authentic work and
underscores the importance of media literacy and ethical practices, contrasting with
the predominantly positive academic outcomes reported in other research.
Beyond writing and STEM tasks, AI supports personalized learning and adaptive
instruction. Mallillin (2024) reported that AI identifies struggling students and
adapts feedback to improve motivation, study habits, and academic performance.
Misanchuk and Hyzyk (2024) further found that AI can enhance STEM lesson design
through idea generation and explanations, provided that scaffolding, ethical
discussions, and oversight prevent misuse, demonstrating that guided use is key to
maximizing AI benefits.
AI also proves valuable in research and academic writing. Scott-Kennel et al. (2025)
observed that chatbots streamline literature review and research planning, though
human guidance is necessary to maintain rigor. Vinyard and Roosa (2025)
highlighted students’ use of AI for grammar support, summarization, and
brainstorming, while noting persistent concerns about accuracy and plagiarism,
emphasizing the need for training in prompt creation and source evaluation. Bui and
Tong (2025) similarly reported that English majors appreciated AI’s efficiency but
remained cautious of dependency and weaker analytical skills, advocating for
ethical safeguards and institutional support.
At the scholarly and professional level, AI continues to shape academic productivity
and research. Livberber and Ayvaz (2023) demonstrated that AI inspires research
topics and streamlines academic work, while institutions are urged to implement
ethical guidelines. Nugroho (2025) noted mixed emotions among learners using AI
assistants, highlighting both the perception of AI as empathetic and concerns over
overreliance and authenticity. Lin (2023) emphasized the transformative potential of
large language models in research productivity, and Avci, Lunn, and Hazari (2025)
highlighted AI’s dual benefits in STEM education, including both cognitive support
and strengthened teacher-student interactions.

2.0 Methodology

2.1 RESEARCH DESIGN

This study employed a qualitative phenomenological research design to explore the

lived experiences of Grade 11 STEM students in using Perplexity AI for academic
work. The phenomenological approach was used to gain in-depth understanding of
students’ personal experiences, perceptions, and meanings derived from their use
of the AI tool in completing school-related tasks. This design is suitable for capturing
authentic perspectives and identifying common themes related to students’
learning experiences and academic practices (Creswell & Poth, 2018).

2.2 RESEARCH PARTICIPANTS

The participants of this study are selected Grade 11 STEM students who have
firsthand experience using Perplexity AI in their academic work. The inclusion
criteria required that the participants be officially enrolled in the STEM strand, be in
Grade 11 during the conduct of the study, and have used Perplexity AI for school-
related tasks such as research, assignments, or studying. Purposive sampling was
employed to ensure that the selected participants could provide rich and relevant
insights based on their lived experiences, allowing the researchers to capture
authentic perspectives related to the use of Perplexity AI in academic settings.
Purposive sampling is a non-probability sampling technique in which participants
are intentionally selected based on specific characteristics relevant to the purpose
of the study, enabling researchers to gather in-depth and information-rich data
(Creswell, 2018).

2.3 RESEARCH INSTRUMENT

The research instrument that will be utilized in the study will be the interview
questionnaire or guide which contains questions about “The Lived Experiences of
Grade 11 STEM Students on the use of Perplexity AI in Academic Works.” The
interview will be significant because “it allows the researcher to gather in-depth and
first-hand information from the participants.” Records on the responses of “the
participants” will also be utilized in this study for they will be used as data for
analysis.

2.4 DATA GATHERING PROCEDURES

The researchers must first make a valid letter signed by the research adviser, noted
by the senior high coordinator and approved by the principal to ask permission to
conduct the interviews to the selected Grade 11 STEM students. The said letter will
be given to the persons concerned. Prior to that, the intent and purpose of the study
will be explained. The researchers will also explain the benefits of participating in
the said activity. Upon approval, the researchers will conduct the interview which
will be recorded with permission from the interviewee. Questions about the lived
experiences of Grade 11 STEM students on the use of Perplexity AI in academic
work will be asked. The interview will last for 5–10 minutes. After gathering the data
from the different interviews and records, the analysis and interpretation of the data
will be made.

2.5 ANALYSIS

This research study will make use of a phenomenological approach to analyze and
interpret the lived experiences of Grade 11 STEM students on the use of Perplexity
AI in academic work. The recorded interviews will first be transcribed verbatim to
ensure accuracy and preserve the original responses of the participants. After
transcription, the researchers will carefully read and reread the interview data to
gain a general understanding of the students’ experiences and perspectives.
Significant statements related to the use of Perplexity AI in academic tasks will then
be identified and extracted from the transcripts. Meanings will be formulated from
these significant statements, and common themes will be developed based on the
shared experiences of the participants. Finally, these themes will be interpreted to
provide a clear and comprehensive understanding of how Grade 11 STEM students
experience and perceive the use of Perplexity AI in their academic work.

2.6 ETHICAL CONSIDERATIONS

This study observes important ethical principles to protect the rights and welfare of
Grade 11 STEM students participating in the research on their lived experiences
using Perplexity AI. Informed consent will be secured from both the students and
their parents or guardians after clearly explaining the study’s purpose, procedures,
and possible risks or benefits. Participation will be voluntary, and students may
withdraw at any time without any consequences to their grades or academic
standing. The researchers will ensure confidentiality by using pseudonyms and
keeping all collected data in secure, password-protected files. All information
gathered will be used strictly for academic purposes, and findings will be reported
honestly and without fabrication or misrepresentation.

3.0 Results and Discussions

3.1 “Adoption and Exposure to AI Through Social Influence and Media”

The theme “Adoption and Exposure to AI Through Social Influence and Media”
shows that students’ awareness and acceptance of AI tools are strongly shaped by
peer influence, social media exposure, and online advertisements. Peers and
recommendations reinforce the perception of the tool’s effectiveness and
superiority, while advertisements and widespread online visibility spark initial
interest and reflect the period when AI became widely recognized and advanced,
ultimately encouraging students to adopt and explore the technology.
This theme is further supported by existing literature on AI adoption in education. A
comprehensive body of literature highlights that AI is widely used for adaptive
learning and personalized tutoring, intelligent assessment and administrative
management, student profiling and prediction, and emerging educational
technologies, reflecting both technical system design and the study of adoption,
outcomes, and challenges (Wang et al., 2024). As AI tools became more embedded
in educational systems and digital platforms, their visibility increased, making them
more likely to be encountered through social media feeds, peer discussions, and
targeted advertisements. Thus, exposure is not random but connected to AI’s
expanding functional presence in academic contexts.
Large-scale analyses of AI agents, particularly those integrated into web
environments such as Comet, reveal varied adoption patterns influenced by
socioeconomic and professional factors, with significant usage concentrated in
productivity, learning, and research-related tasks (Comet Field Study, 2025). This
suggests that adoption is socially patterned—students are more likely to try and
continue using AI tools when they observe peers using them for academic
productivity or when such tools are normalized within their learning environments.
Social influence therefore operates not only at the interpersonal level but also
through broader digital ecosystems.
Moreover, studies on students’ attitudes reveal generally positive perceptions of AI,
especially when tools are perceived as useful and easy to use, aligning with the
Technology Acceptance Model (Labrague & Al Harrasi, 2025). Social media
demonstrations, peer testimonials, and online advertisements often highlight
convenience, efficiency, and academic benefits, reinforcing these perceptions of
usefulness and ease of use. As a result, social exposure does not merely create
awareness—it strengthens favorable attitudes that translate into actual adoption.
Overall, the theme reflects how technological diffusion among students is socially
mediated. Awareness begins with exposure through media and peers, acceptance
grows through perceived usefulness and ease of use, and continued engagement is
sustained as AI becomes normalized within academic and digital communities.

3.2 “Perceived Superiority and Evolution of AI Tools”

The emergent theme “Perceived Superiority and Evolution of AI Tools” indicates that
the participant’s preference for Perplexity AI was shaped by personal experience,
comparative evaluation with other platforms, and recognition of its technological
advancement over time. Although the participant acknowledged its early limitations
and the presence of errors due to human training factors, the tool is still regarded
as a highly valuable academic resource, reflecting a balanced perception of its
strengths and ongoing development.
This perception is supported by research showing AI’s growing role in academic
work. Studies indicate that chatbots streamline literature review, research planning,
grammar support, summarization, and brainstorming, while still requiring human
oversight to maintain rigor and avoid issues such as inaccuracies and plagiarism
(Scott-Kennel et al., 2025; Vinyard & Roosa, 2025; Bui & Tong, 2025). Lubis and Hz
(2024) further note that students value AI for increasing writing speed, while
research in STEM contexts shows that tools like ChatGPT enhance conceptual
understanding and prompting skills despite concerns about hallucinations (Valeri et
al., 2025).
Comparative analyses explain that Perplexity AI emphasizes real-time data retrieval
and citation transparency, whereas ChatGPT focuses more on reasoning and
content generation (Rajamani & Selvam, 2025). This distinction helps explain why
Perplexity may be perceived as superior for research tasks. However, evaluations
from the Tow Center for Digital Journalism (2025) and Words at Scale (2025)
highlight that citation errors and hallucinations remain concerns, reinforcing the
need for critical verification.
Overall, the theme reflects a nuanced and informed perspective: Perplexity AI is
perceived as superior due to its efficiency, citation visibility, and evolving
capabilities, yet its value is understood within the context of ongoing limitations and
the continued need for human judgment.

3.3 “AI as a Reliable Academic Research and Source-Finding Tool”

The theme “AI as a Reliable Academic Research and Source-Finding Tool” shows
that students see the tool as more than just a search engine but they also rely on it
to find trustworthy sources, hard-to-locate studies, and relevant references that
directly support their assignments and research. At the same time, it helps them
understand difficult lessons through clear explanations, improve their writing and
grades, manage their time better, and work more efficiently in both individual and
group tasks, all while being easy to use and dependable for everyday academic
needs.
This emergent theme is supported by research on AI in Research and Academic
Writing Support, which shows that AI streamlines literature review, research
planning, grammar correction, summarization, and brainstorming, while still
requiring human oversight to ensure rigor and accuracy (Scott-Kennel et al., 2025;
Vinyard & Roosa, 2025; Bui & Tong, 2025). Lubis and Hz (2024) further found that
students perceive AI as enhancing writing speed and productivity.
In STEM contexts, students using ChatGPT demonstrated improved conceptual
understanding and prompting skills, although concerns about hallucinations
remained (Valeri et al., 2025). Comparative analyses explain that Perplexity AI
emphasizes real-time data retrieval and citation transparency, making it particularly
useful for source-finding, while ChatGPT focuses more on reasoning and content
generation (Rajamani & Selvam, 2025).
However, evaluations from the Tow Center for Digital Journalism (2025) and Words
at Scale (2025) caution that citation errors and unsupported references can occur,
reinforcing the need for verification.
Overall, the theme reflects students’ perception of AI as a reliable and efficient
academic partner—valuable for finding credible sources, clarifying complex topics,
and improving performance—while still requiring critical and responsible use.
3.4 "Responsible and Balance AI use”

The emergent theme “Responsible and Balanced AI Use” highlights the importance
of using artificial intelligence as a supportive tool rather than a replacement for
independent thinking and effort. It emphasizes maintaining ethical standards,
critical judgment, and personal accountability while integrating AI into academic or
everyday tasks.
This theme is reinforced by research showing that while AI enhances productivity, it
must be used with discernment. Studies indicate that AI-generated audio-visual
content, although efficient for academic tasks, is often less original and less creative
than human-produced work. This finding underscores the need for students to apply
critical thinking, practice media literacy, and uphold ethical standards when using
AI-generated materials.
Under AI’s Impact on Scholarly and Professional Academic Productivity, Livberber
and Ayvaz (2023) demonstrated that AI can inspire research topics and streamline
academic work, but they emphasized the need for institutions to establish ethical
guidelines. Nugroho (2025) also reported mixed emotions among learners, who
perceived AI as helpful and even empathetic, yet expressed concerns about
overreliance and authenticity. These findings align with the idea that AI should assist
—not replace—human reasoning and accountability.
Broader literature further supports this balanced perspective. Vieriu and Petrea
(2025) noted that while AI improves personalized learning, academic outcomes, and
engagement, it also presents risks such as diminished critical thinking, academic
dishonesty, and data privacy concerns. They explain that overreliance occurs when
users accept incorrect AI-generated recommendations without proper evaluation,
potentially undermining learning outcomes. Similarly, Klimova and Pikhart (2025)
highlighted that excessive dependence on AI may contribute to technostress,
reduced interpersonal skills, and social isolation, alongside broader concerns such
as privacy and job displacement.
Overall, the theme reflects a clear understanding that AI is most beneficial when
used responsibly. Its value lies in supporting learning, productivity, and creativity—
while preserving human judgment, ethical integrity, and independent intellectual
effort.

3.5 “Risks of Overreliance and Cognitive Decline Use”

The emergent theme “Risks of Overreliance and Cognitive Decline in AI Use”

highlights the potential negative consequences of excessive dependence on
artificial intelligence in academic learning and daily tasks, emphasizing that while AI
improves efficiency and access to information, overreliance may hinder genuine
learning and weaken critical thinking and problem-solving skills. It also raises
concerns that early and continued exposure to AI may foster long-term dependency,
reduced initiative, and diminished intellectual resilience among future learners.
Research shows that generative AI tools like ChatGPT can enhance ESL students’
writing quality and critical thinking skills. However, excessive reliance on AI may
impede independent learning and deeper cognitive engagement. The study
emphasizes the importance of AI literacy programs to ensure that AI supports rather
than replaces critical thinking and self-directed learning (Wang et al., 2024).
A study conducted at the National University of Science and Technology
POLITEHNICA Bucharest found that while AI integration provides personalized
learning, improved academic performance, and increased engagement, overuse of
AI can lead to diminished critical thinking skills and cognitive disengagement. The
research highlights that structured frameworks and ethical guidelines are essential
for balancing AI benefits with the risks of overdependence in educational
environments (Livberber & Ayvaz, 2023).
At the scholarly and professional level, AI can streamline academic work and inspire
research, yet learners express concerns over overreliance and the authenticity of AI-
assisted outputs. AI has a dual nature: while it can support cognition and facilitate
learning, excessive dependence risks weakening students’ problem-solving initiative
and long-term intellectual resilience (Avci et al., 2025; Lin, 2023; Livberber & Ayvaz,
2023; Nugroho, 2025).
Overall, these studies collectively underscore that while AI is a powerful tool for
enhancing learning efficiency, academic performance, and research productivity, its
unmoderated use carries significant cognitive risks. Promoting balanced, ethical,
and mindful integration of AI in education is essential to safeguard independent
thinking, critical reasoning, and long-term intellectual growth, ensuring that learners
develop both technological proficiency and cognitive resilience.

4.0 Conclusion

This study examined the lived experiences of Grade 11 STEM students at Saint Louis
School of Bosco, Inc. in using Perplexity AI for academic work and its influence on
their study habits and academic performance. Findings revealed that students
adopted the tool largely due to peer influence and social media exposure, and they
found it helpful in improving research efficiency, writing organization, understanding
complex lessons, accessing credible sources, and managing time effectively. Many
perceived that it positively contributed to their academic performance by enhancing
productivity and the quality of their outputs. However, students also acknowledged
its limitations, such as occasional inaccuracies, and expressed concerns about
overreliance, emphasizing the need to use AI responsibly to maintain critical
thinking, independent learning, and academic integrity.
5.0 Contributions of Authors

The authors affirm that each contributed equally to all aspects of the research,
including the conceptualization, data collection, analysis, and manuscript
preparation. All authors actively participated in drafting, reviewing, and refining the
content, ensuring accuracy and coherence throughout the study. Furthermore, each
author has read, reviewed, and approved the final version of the manuscript, taking
collective responsibility for the work presented.

6.0 Declaration of Artificial Intelligence Use

All scholarly sources cited in this study were obtained through Google Scholar.
Artificial intelligence tools, specifically ChatGPT and Perplexity AI, were utilized to
assist in arranging the Review of Related Literature (RRLs) alphabetically and in
matching the RRLs with the corresponding writeshops. Additionally, the “Summary:
AI Meeting Note Taker” app was used to transcribe the interviews conducted with
Grade 11 students. The researchers independently carried out the data gathering,
analysis, and interpretation. AI tools were used solely to enhance language clarity,
organize content, and assist with transcription, and did not replace critical thinking,
evaluation of sources, or original academic work.

7.0 Acknowledgements

The authors would like to express their heartfelt gratitude to their families and
peers for their unwavering support, encouragement, and guidance throughout the
research process. Their patience, motivation, and understanding provided the
foundation that enabled the authors to persevere through challenges, manage time
effectively, and maintain focus on completing the study. Special appreciation is
extended to their research adviser, whose expertise, valuable feedback, and
constant guidance greatly contributed to the successful completion of this study.
The authors also thank mentors, classmates, and friends who offered constructive
suggestions and moral support during the data gathering, analysis, and writing
phases. This research would not have been possible without the consistent
encouragement and belief of those around them, whose support nurtured both their
academic growth and personal development.

8.0REFERENCES:
Acosta-Enriquez, B. G., Farroñan, E. V. R., Zapata, L. I. V., Garcia, F. S. M., Rabanal-
León, H. C., Angaspilco, J. E. M., & Bocanegra, J. C. S. (2024). Acceptance of artificial
intelligence in university contexts: A conceptual analysis based on UTAUT2 theory.
Heliyon, 10(19), e38315. [Link]
Adewale, M. D., Azeta, A., Abayomi-Alli, A., & Sambo-Magaji, A. (2024). Impact of
artificial intelligence adoption on students’ academic performance in open and
distance learning: A systematic literature review. Heliyon, 10(22), e40025.
[Link]
Ali, S., & Chinnappan, M. (2026). The nexus of research, policy, and practice:
Narrative literature review of AI adoption in future-proof STEM curriculum in higher
education. Canadian Journal of Science, Mathematics and Technology Education.
[Link]
Akhmetova, A., & Sovetkanova, S. (2025). A systematic review of artificial
intelligence in high school STEM education research. Eurasia Journal of
Mathematics, Science and Technology Education, 21(4), em2623.
[Link]
Alfraih, M., & Alharbi, A. (2023). Role of artificial intelligence in blended learning: A
systematic literature review. International Review of Research in Open and
Distributed Learning, 24(3), 1–23. [Link]
Almasri, F. (2024). Exploring the impact of artificial intelligence in teaching and
learning of science: A systematic review of empirical research. Research in Science
Education, 54, 977–997. [Link]
Al-Qaysi, N., & Al-Emran, M. (2025). Reassessing academic integrity in the age of AI:
A systematic literature review on AI and academic integrity. Heliyon, 11.
[Link]
Al-Zahrani, A. M., & Alasmari, T. M. (2024). Exploring the impact of artificial
intelligence on higher education: The dynamics of ethical, social, and educational
implications. Humanities and Social Sciences Communications.
[Link]
Ambarita, N., & Nurrahmatullah, M. F. (2024). Impacts of artificial intelligence on
student learning: A systematic literature review. Jurnal VARIDIKA, 36(1), 13–30.
[Link]
Archana, S. N., Renjith, V. R., Padmakumar, P. K., & Cheruvil, S. (2025). AI-assisted
learning and research: An exploratory study among university students and
scholars. Discover Education, 4(1). [Link]
Banihashem, S. K., Bond, M., Bergdahl, N., Negrea, V., Oxley, E., & Siemens, G.
(2025). A systematic mapping review at the intersection of artificial intelligence and
self-regulated learning. International Journal of Educational Technology in Higher
Education, 22, 50. [Link]
Basri, H., & Nasruddin, N. (2023). The exploration of students’ attitudes toward
artificial intelligence in education: A systematic literature review. IDEAS: Journal of
Research and Innovation, 7(2), 45–58.
Bawden, D., & Robinson, L. (2025). Ethical and practical implications of AI in
academic library research. IFLA Journal, 51(1), 23–45.
[Link]
Bećirović, S., Polz, E., & Tinkel, I. (2025). Exploring students’ AI literacy and its
effects on their AI output quality, self-efficacy, and academic performance. Smart
Learning Environments, 12, Article 29. [Link]
Center for Teaching Innovation. (2023). AI & academic integrity. Cornell University.
[Link]
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE
Access, 8, 75264–75278. [Link]
Data Studios. (2025). Perplexity AI for academic research: How reliable are the
sources? [Link]
DerSimonian, R., & Montagnino, C. (2025). Crafting thoughtful AI policy in higher
education: A guide for institutional leaders.
Elaiess, R. (2023). The impact of artificial intelligence on academics: A concise
overview. International Journal of Academic Multidisciplinary Research, 7(4), 218–
220.
Eteng-Uket, S. (2025). The role of AI chatbots in enhancing student engagement and
learning. Journal of Educators Online. [Link]
Funa, A. A., & Gabay, R. A. E. (2025). Policy guidelines and recommendations on AI
use in teaching and learning: A meta-synthesis study. Social Sciences & Humanities
Open, 11, 101221. [Link]
Georgieva, M., & Stuart, J. (2025). Ethics is the edge: The future of AI in higher
education.
Graf, J. (2024). How to create a school AI policy that protects students and staff.
d3International Journal of Science and Management Studies. (2024). AI tools used
by students in academic writing. IJSMS, 7(6), 115–123.
Jo, H. (2024). From concerns to benefits: A comprehensive study of ChatGPT usage
in education. International Journal of Educational Technology in Higher Education,
21, Article 35. [Link]
Kara, M., Ozduran, E., Kara, M. M., Özbek, İ. C., & Hancı, V. (2025). Evaluating the
readability, quality, and reliability of responses generated by ChatGPT, Gemini, and
Perplexity on commonly asked questions about ankylosing spondylitis.
Kelly, S., Kaye, S.-A., & Oviedo-Trespalacios, O. (2023). What factors contribute to
the acceptance of artificial intelligence? A systematic review. Telematics and
Informatics, 77, 101925. [Link]
Khalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing
and research: An essential productivity tool. Computer Methods and Programs in
Biomedicine Update, 5, 100145. [Link]
Khatri, B. B., & Karki, P. D. (2023). Artificial intelligence in higher education: Growing
academic integrity and ethical concerns. Nepalese Journal of Development and
Rural Studies, 20(1), 1–7.
Klimova, B., & Pikhart, M. (2025). Exploring the effects of artificial intelligence on
student and academic well-being in higher education: A mini-review. Frontiers in
Psychology, 16, 1498132. [Link]
Labrague, L. J., & Al Harrasi, M. (2025). Nursing students’ perceptions of artificial
intelligence using the technology acceptance model: A systematic review. Teaching
and Learning in Nursing, 20(3), 274–282. [Link]
Lerena-Izquierdo, J., & Ayala-Carabajo, R. (2025). Ethics of the use of artificial
intelligence in academia and research: Relevant approaches, challenges, and topics.
Informatics, 12(4), 111. [Link]
Luengo, A., & García-Sánchez, J.-N. (2026). Ethics of the use of artificial intelligence
in academia and research: Relevant approaches, challenges, and topics.
Informatics, 12(4), 111. [Link]
Ma, M., Ng, D. T. K., Liu, Z., & Wong, G. K. W. (2025). Fostering responsible AI
literacy: A systematic review of K–12 AI ethics education. Computers & Education:
Artificial Intelligence, 8, 100422. [Link]
Marx, E., Leonhardt, T., & Bergner, N. (2023). Secondary school students’ mental
models and attitudes regarding artificial intelligence: A scoping review. Computers
& Education: Artificial Intelligence, 5, 100169.
[Link]
Melisa, R., et al. (2025). Critical thinking in the age of AI: A systematic review of AI’s
effects on higher education. Educational Process: International Journal, 14,
e2025031.
Nihdatul Patia, A., et al. (2025). The use of Perplexity AI in academic writing:
Benefits, challenges, and ethical considerations.
Pitts, G., Rani, N., Mildort, W., & Cook, E. (2025). Student reliance on AI in higher
education. arXiv. [Link]
Rajamani, K., & Selvam, R. (2025). Comparative analysis of Perplexity AI and
ChatGPT in academic research. International Journal of Research and Analytical
Reviews.
Stöhr, C., Ou, A. W., & Malmström, H. (2024). Students’ perceptions and use of AI
chatbots in higher education. Computers & Education: Artificial Intelligence.
[Link]
Tan, M. J. T., & Maravilla, N. M. A. T. (2024). Shaping integrity: Why generative
artificial intelligence does not have to undermine education. Frontiers in Artificial
Intelligence, 7. [Link]
UNESCO. (n.d.). Artificial intelligence in education. [Link]
Utami Lubis, C., & Rahman Hz, B. I. R. (2024). Perplexity AI on the writing efficiency
of EFL students in higher education: Students’ insight. English Franca: Academic
Journal of English Language and Education, 8(1), 167–178.
Vieriu, A. M., & Petrea, G. (2025). The impact of artificial intelligence on students’
academic development. Education Sciences, 15(3), 343.
[Link]
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024). Artificial intelligence
in education: A systematic literature review. Expert Systems with Applications, 252,
124167. [Link]
Xu, W., & Ouyang, F. (2022). The application of AI technologies in STEM education: A
systematic review from 2011 to 2021. International Journal of STEM Education, 9,
Article 59. [Link]
Yang, J., et al. (2025). The adoption and usage of AI agents: Early evidence from
Perplexity. arXiv. [Link]
Zakaria, N. Y. K., Hashim, H., & Jamaludin, K. J. (2025). Exploring the impact of AI on
critical thinking development in ESL: A systematic literature review. Arab World
English Journal, 330–347.
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue
systems on students’ cognitive abilities: A systematic review. Smart Learning
Environments, 11, Article 28. [Link]