As
we
stand
at
the
cusp
of
a
revolution
in
classrooms,
utilization
Generative
Artificial
Intelligence
(GenAI)
education
has
catapulted
scholarly
discourses
into
spotlight.
However,
few
research
studies
have
delved
potential
benefits
and
challenges
GenAI
education.
This
study
sought
to
determine
perceptions,
benefits,
students
Saint
Mary's
University
Senior
High
School
(SMUSHS)
regarding
use
generative
AI.
The
employed
descriptive-comparative
design,
using
both
quantitative
qualitative
methods.
A
Likert
scale
was
used
section,
while
an
open-ended
question
for
part.
With
purposive
sampling,
274
were
selected
as
respondents
study.
After
data
analysis,
findings
revealed
that
senior
high
school
positively
perceive
AI
tool
enhances
learning
outcomes.
Additionally,
tend
focus
more
on
drawbacks
than
when
it
comes
GenAI,
evidenced
by
significantly
higher
average
level
perceived
experience
their
It
also
found
frequency
usage
significant
difference
students'
perceptions
Furthermore,
academic
standing
played
major
role
shaping
challenges.
For
integration
education,
majority
suggest
restrictions
limitations
be
implemented
well
strengthening
policies
ensure
are
not
relying
solely
work.
could
serve
basis
formulating
guidelines
conducting
seminars
teachers
address
misconceptions
increase
awareness
educational
settings.
Applied Sciences,
Год журнала:
2025,
Номер
15(7), С. 3886 - 3886
Опубликована: Апрель 2, 2025
The
advent
of
generative
artificial
intelligence
(GAI)
technologies
has
significantly
influenced
the
educational
landscape.
However,
public
perceptions
and
underlying
emotions
toward
intelligence-generated
content
(AIGC)
applications
in
education
remain
complex
issues.
To
address
this
issue,
study
employs
LDA
network
opinion
topic
mining
SnowNLP
sentiment
analysis
to
comprehensively
analyze
over
40,000
comments
collected
from
multiple
social
media
platforms
China.
Through
a
detailed
data,
examines
distribution
positive
negative
identifies
six
topics.
further
utilizes
visual
tools
such
as
word
clouds
heatmaps
present
research
findings.
results
indicate
that
emotional
polarity
across
all
topics
is
characterized
by
predominance
ones.
Moreover,
an
keywords
reveals
each
its
own
emphasis,
yet
there
are
overlaps
between
them.
Therefore,
study,
through
quantitative
methods,
also
reflects
interconnections
among
elements
within
ecosystem.
Additionally,
integrates
identified
with
Technology–Organization–Environment
(TOE)
framework
explore
broad
impact
AIGC
on
perspectives
technology,
organization,
environment.
This
provides
novel
perspective
attitudes
key
concerns
Chinese
regarding
use
education.
As
we
stand
at
the
cusp
of
a
revolution
in
classrooms,
utilization
Generative
Artificial
Intelligence
(GenAI)
education
has
catapulted
scholarly
discourses
into
spotlight.
However,
few
research
studies
have
delved
potential
benefits
and
challenges
GenAI
education.
This
study
sought
to
determine
perceptions,
benefits,
students
Saint
Mary's
University
Senior
High
School
(SMUSHS)
regarding
use
generative
AI.
The
employed
descriptive-comparative
design,
using
both
quantitative
qualitative
methods.
A
Likert
scale
was
used
section,
while
an
open-ended
question
for
part.
With
purposive
sampling,
274
were
selected
as
respondents
study.
After
data
analysis,
findings
revealed
that
senior
high
school
positively
perceive
AI
tool
enhances
learning
outcomes.
Additionally,
tend
focus
more
on
drawbacks
than
when
it
comes
GenAI,
evidenced
by
significantly
higher
average
level
perceived
experience
their
It
also
found
frequency
usage
significant
difference
students'
perceptions
Furthermore,
academic
standing
played
major
role
shaping
challenges.
For
integration
education,
majority
suggest
restrictions
limitations
be
implemented
well
strengthening
policies
ensure
are
not
relying
solely
work.
could
serve
basis
formulating
guidelines
conducting
seminars
teachers
address
misconceptions
increase
awareness
educational
settings.
