THE IMPACT OF CHATGPT USE ON STUDENTS’ COGNITIVE AND BEHAVIORAL ENGAGEMENT IN HIGH SCHOOL PHYSICS LEARNING: A CASE STUDY AT VO MINH DUC HIGH SCHOOL

Abstract

This study examines how ChatGPT influences high school students’ cognitive and behavioral engagement in Physics learning, drawing on survey data from 251 students at Vo Minh Duc High School in Ho Chi Minh City. Although generative AI is increasingly adopted in education, little is known about how Vietnamese students use ChatGPT in a cognitively demanding subject like Physicsrepresenting a notable research gapin a cognitively demanding subject like Physics, which represents a notable research gap. Using a mixedmethods design, the study explores how students employ ChatGPT, how they perceive its usefulness and reliability, and how its use shapes learning behaviors. Findings indicate that students commonly use ChatGPT as a self-study aid and perceive it as helpful for understanding complex concepts, yet many express concerns about accuracy and show signs of overreliance when using the tool without guidance. The study highlights the dual impact of ChatGPTsupporting learning while potentially reducing independent thinkingand contributes evidence potentially reducing independent thinking and contributes evidence to inform AI literacy development, teacher training, and pedagogical frameworks for responsible integration of generative AI in secondary education.