Metaphorical perceptions of secondary school students regarding the concept of generative artificial intelligence

Clinical Snapshot

Key Findings

• P Value: Not applicable for qualitative research

• Effect Size: Not applicable for qualitative research

• Primary Outcome: Five overarching themes of GenAI perception: knowledge source, teaching entity, supportive tool, human intelligence reflection, and dual-purpose technology

• Nnt Or Sensitivity: Inter-rater reliability κ = 0.92 indicating high analytical consistency

• Confidence Interval: Not applicable for qualitative research

Clinical Application

Findings can inform development of age-appropriate AI literacy curricula and educational policies Relevant for Australian secondary education as schools increasingly integrate AI tools; aligns with ACARA digital technologies curriculum and responsible AI use guidelines Secondary school students (14-18 years) and educators working with adolescents in AI-integrated learning environments

Abstract

UNLABELLED: The rapid integration of generative artificial intelligence (GenAI) tools, such as ChatGPT, into educational contexts has raised important questions regarding how adolescents conceptualize and make sense of these technologies. Understanding students' perceptions is essential for developing age-appropriate, ethical, and pedagogically sound approaches to AI use in secondary education. This descriptive qualitative study employed a phenomenological approach and metaphor analysis to explore secondary school students' perceptions of generative artificial intelligence. The study sample consisted of 332 students aged 14-18 years from four secondary schools in Türkiye. Data were collected using an open-ended prompt ("Generative artificial intelligence is like … because …") and analyzed through content analysis. Metaphors were categorized based on shared semantic and conceptual features, and inter-rater reliability was established using Cohen's kappa (κ = 0.92). Analysis revealed ten metaphor categories clustered under five overarching themes: generative artificial intelligence as (1) a source of knowledge, (2) a teaching and guiding entity, (3) a supportive and assisting tool, (4) a reflection of human intelligence, and (5) a dual-purpose (beneficial-risky) technology. Students most frequently conceptualized GenAI as a comprehensive knowledge source (e.g., book, encyclopedia) and as a human-like cognitive entity (e.g., brain, wise person). At the same time, metaphors reflecting ethical awareness and potential risks, such as misuse and overreliance, were also identified. The findings indicate that secondary school students hold multifaceted and nuanced perceptions of generative artificial intelligence, encompassing both educational opportunities and ethical concerns. These results highlight the importance of integrating AI literacy into secondary education in ways that promote critical thinking, responsible use, and awareness of GenAI's limitations alongside its potential benefits. CONCLUSION: It was determined that secondary school students perceive generative artificial intelligence ambivalently as both a useful tool and a source of ethical and emotional concern, highlighting the need for developmentally appropriate artificial intelligence literacy approaches. WHAT IS KNOWN: • GenAI tools such as ChatGPT are increasingly integrated into educational contexts and have the potential to support personalized learning, information access, and student engagement. • Existing research has primarily focused on educators' perspectives or higher education settings, while studies examining adolescents' perceptions of GenAI remain limited. WHAT IS NEW: • This study provides empirical evidence on secondary school students' metaphorical perceptions of generative artificial intelligence within a K-12 context. • Findings reveal that adolescents conceptualize GenAI in multifaceted ways, including as a knowledge source, teaching and guiding entity, supportive tool, reflection of human intelligence, and a dual-purpose (beneficial-risky) technology.

References

1. 1.Özbay, Ö. (2026). Metaphorical perceptions of secondary school students regarding the concept of generative artificial intelligence. European Journal of Pediatrics. https://doi.org/10.30658/hmc.1.3