THE USE OF ARTIFICIAL INTELLIGENCE IN LEARNING AMONG HIGH SCHOOL STUDENTS: A SURVEY AT TRANG DINH HIGH SCHOOL, LANG SON PROVINCE
Abstract
Generative artificial intelligence is increasingly used by secondary students for a range of learning tasks, yet empirical evidence from mountainous provinces in northern Vietnam remains limited. This study describes the use of artificial intelligence in learning among 161 students at Trang Dinh High School, Lang Son province, Vietnam. Data were collected through an online questionnaire of 15 items organised into three groups, namely frequency of use, perceived impact and perceived difficulties, each measured on a four-point Likert scale. Cronbach’s alpha values for the three groups were 0.823, 0.814 and 0.882 respectively. Frequency of use reached a mean of 3.21 (SD = 0.48) and was concentrated on information searching and content explanation; perceived impact reached 2.98 (SD = 0.56); perceived difficulties reached 2.47 (SD = 0.73), with verifying information provided by artificial intelligence rated highest within that group. Differences by grade level and by gender were not statistically significant at the .05 level. Frequency of use correlated positively with perceived impact (r = .548, p < .001). The findings provide reference data for designing school-based guidance on the use of artificial intelligence in learning.
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