Changes in homework submission patterns with the advent of AI tools: a high school perspective

Abstract

The unprecedented availability of generative AI tools like ChatGPT has understandably raised some fundamental questions as to what that means for educational practices, let alone homework submission behaviors. This study investigates changes in high school students' homework completion patterns before and after the release of AI tools by analyzing data collected from multiple schools. Through questionnaires and interviews from students and instructors, we will be able to find out the changes in frequency, punctuality, and quality of homework submitted and what proportion of assignments students are completing with AI. Our results show that, although the overall volume of homework submitted remained unchanged, significant changes occurred regarding how students approached their work, such as an increasing reliance on AI instruments for generating ideas, editing content, and solving problems. The study also reveals mixed perceptions on the part of both students and educators when it comes to using AI in a morally appropriate way while performing academic work. These insights are likely to underpin the need for revised education policies and further AI literacy programs that ensure responsible and effective use of AI in learning, and recommendations are provided for educators on how homework practices might be refitted within this evolving technological landscape.