Evaluating The Effects of Artificial Intelligence Homework Assistance Tools On High School Students' Academic Performance and Personal Development

Arab World English Journal (AWEJ) Special Issue on CALL Number 10. July 2024 Pp.
36-42
DOI: https://dx.doi.org/10.24093/awej/call10.3
Evaluating the Effects of Artificial Intelligence Homework Assistance Tools

on High School Students' Academic Performance and Personal Development
Jihane TAMIMI
Department of English, Faculty of Letters and Humanities, Sidi Mohammed Ben Abdellah
University (USMBA), Fez- Morocco.
Corresponding Author: [email protected]
Essafa ADDICHANE
Email: [email protected]
Sadik Madani ALAOUI
Email: [email protected]
Received 02/16/2024 Accepted: 07/18/2024 Published: 07/28/2024

Abstract
Technological advancement in various aspects of life has led to integrating artificial intelligence
into educational practices. Students' use of artificial intelligence assistance tools has become more
fundamental in academic settings, which evolved a range of positive and negative perspectives.
The current study explores the impact of artificial intelligence assistance tools on students' overall
personal and academic performance. Hence, this article is significant as it evaluates how Moroccan
high school students use artificial intelligence assistance tools to solve their homework
assignments. The study attempts to answer to what extent these students rely on these tools and
examine the teachers’ attitudes and concerns toward the impact of these evolving changes that
artificial intelligence has brought to their classrooms. A mixed-method approach is used to achieve
the study’s objectives, employing both quantitative and qualitative methods. Therefore, the
findings indicate that students rely heavily on artificial intelligence to complete their everyday
homework tasks, which impedes their learning process and skills acquisition. These findings
provide several recommendations to policymakers, parents, educators, and learners to be aware of
the adverse effects of the overuse of artificial intelligence assistance tools on students' learning
outcomes.
Keywords: Academic performance, artificial intelligence, assistance tools, overreliance, high
school students, homework, personal development
Cite as: Tamimi, J., Addichane, F., & Madani, S. A. (2024). Evaluating the Effects of Artificial
Intelligence Homework Assistance Tools on High School Students' Academic Performance and Personal
Development. Arab World English Journal (AWEJ) Special Issue on CALL (10). 36-42.
https://dx.doi.org/10.24093/awej/call10.3
30
Arab World English Journal (AWEJ) Special Issue on CALL Number 10. July 2024
Evaluating the Effects of Artificial Intelligence Homework Assistance Tools Tamimi, Addichane, & Madani
Introduction
The evolution of artificial intelligence (AI) in various fields has transformed the world's
dynamics. It has reshaped how individuals interact with information, conduct business, and
navigate daily life. The transformative influence of AI is characterized by its ability to analyze vast
datasets, make predictions, and complete different tasks effectively.
Artificial intelligence has entered the realm of education, enabling individuals to engage in
learning with the assistance of educational tools such as bots. This necessitates aligning the
education settings with new technological advancements, aiming to enhance the quality and
efficiency of education systems, particularly integrating information and communication
technology (Fitria, 2021; Bhutoria, 2022).
The advantages of integrating AI into education are considerable; it “truly changes the
paradigm of education to a massive extent, making the system more interactive, engaging, and
motivating for the learners” (Bhutoria, 2022, p.8). As a result, the influence of artificial
intelligence has compelled the contemporary generation of students to rapidly attain knowledge
and skills (Tapalova & Zhiyenbayeva, 2022). Accordingly, concerns are rational and inevitable as
there are several crucial aspects to consider when introducing these AI tools to support student
learning (Tseng & Warschauer, 2023). It is imperative to thoroughly investigate the varied impacts
of using AI assistance tools on students' academic achievements, personal growth, and professional
progress.
The recently conducted research about the evolution of AI and its potential impact on
students has not directly examined these impacts on high school students. Therefore, this article's
primary aim was to fill that gap by investigating the prevalence and motivations behind the
utilization of Artificial Intelligence (AI) in homework assignments among high school students in
Morocco. By examining the frequency of AI usage, the study aimed to provide insights into the
extent to which students rely on AI tools to complete their homework tasks and the reasons driving
their adoption of these technologies. The article’s objective was also to delve into the effects of
employing AI tools by students, exploring how integrating them influences various aspects of their
learning experiences and overall development. Hence, this study tends to answer the following
research questions:
- To what extent do high school students rely on AI tools to do their assignments?
- What are teachers' attitudes and concerns regarding students' use of these tools?
- How do AI tools impact students' academic and personal development?
The current study used a mixed-method approach to examine the extent to which Moroccan
students rely on AI tools for their homework assignments and to cover the main reasons behind
using such tools by high school students and how they impact their overall progress.
Review of Literature
The Evolution of Artificial Intelligence
Keeping up with rapid global changes has resulted in the development of new technological
systems and tools, each of which has advantages and disadvantages for individuals. Though they
generally play a helpful function in simplifying things, they also frequently replace humans'
capacity for thought, growth, and improvement. One of these increasingly adopted systems is
artificial intelligence
Artificial Intelligence consists of two words: Artificial and Intelligence (Karthikeyan et al.,
2021). According to Minsky (1988), Artificial is “something that is made or created by a human
Arab World English Journal 31

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being which ideas are adopted from something exists in nature that has been created by God” (p.
806). At the same time, Intelligence refers to different meanings according to multiple scholars. In
other words, intelligence is ‘the ability to solve hard problems’ (Minsky, 1988). Others define it as
‘thinking power’ (Banerjee, 2024). In other words, intelligence is the process of using the brain to
fix specific issues confronting individuals to develop personally and professionally, however, with
the growing changes.
The development of AI-empowered systems has extensively replaced people’s intelligence
and their ability to think. The definition of AI varies from one scholar to another based on different
contexts, but it is mainly introduced as a field of computer science that entails creating computer
programs to do tasks that typically require human cognitive intelligence (Saleh, 2019). On a
parallel note, AI is the capacity of machines to learn, apply knowledge, and behave intelligently.
AI also involves moving items appropriately and operating a range of cognitive functions such as
sensing, processing oral languages, reasoning, learning, and making judgments.
Artificial Intelligence and Education

Nowadays, education has shifted from traditional teaching and learning methods
concentrating on one-size-fits-all to technology integration to attract students' attention, facilitate
learning, manage time, and engage learners (Abill et al., 2024). Recently, with the world's rapid
growth, artificial intelligence has emerged as a transformative force in education (Yeruva, 2023).
Artificial intelligence in education “involves the application of AI technologies in education
(learning), the construction of educational contexts, and the reorganization of major components
of education or the reconstruction of educational processes (Yu & Lu, 2021, p.3).” One of the most
significant benefits of AI in education is personalized learning, which allows students to learn at
their own pace and in a manner that best fits their learning preferences to improve student results
(Shrivastava et al., 2023). Using AI enables students to determine their difficulties and provide
feedback based on their needs. It includes giving immediate guidance on the content needed and
helps them navigate easily.
In addition, AI technology is currently revolutionizing classrooms and schools, greatly
simplifying the work of teachers (Lynch, 2018; Wogu et al., 2019). Artificial intelligence tools are
mainly created to assist educators by automatically assigning activities, creating tests, grading
them, and providing feedback based on what works best for their students. As a result, teachers
can efficiently focus on their teaching tasks and save time and energy (Chaudhry et al., 2022).
All in all, implementing Artificial intelligence in education offers excellent opportunities
for educators to embrace new approaches and methodologies that facilitate the teaching process
and the delivery of the materials taught as well as student retention and development. In other
words, AI has been used in education to simplify several activities and tasks, freeing teachers' time
to focus on their students and help them develop. AI has brought numerous changes in education,
providing many tools that students and teachers frequently use.
AI's Positive Impact on Students’ Development

Adopting artificial intelligence (AI) tools in educational settings among students has
exerted positive and negative influences on their academic achievement as well as professional
and personal development. Recent research on AI technologies has explored and examined the
multidimensional aspects of their applications and their impact on various industries, ethical
concerns, and potential political, socio-economic, and educational implications.

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One benefit of using AI-powered tools in education is allowing teachers and students to
personalize the learning process. These tools facilitate teachers’ work by designing courses that
meet students’ interests and learning styles to enhance their knowledge and develop their
professional skills (Tapalova & Zhiyenbayeva, 2022).
A study conducted by Bhutoria (2022) argued that using AI technology is crucial for
enhancing personalized education by creating a practical learning experience for all learners. When
teachers abide by the traditional teaching system, they cannot meet the learning requirements of
each learner in their classroom, along with their different intentions and motivations. Therefore,
integrating AI with other current technological advancements in the field of education can
systematically alter and restructure essential elements in the education system to address and adapt
to individual-specific factors. These systems considerably support students’ learning outcomes and
keep them motivated and engaged (Owan et al., 2023).
The use of AI automatic assessment text-based responses, as an example, addresses the
learning needs of students as they provide improved assessment techniques, grading strategies,
and evaluation of courses (Gao et al., 2024), which will give students immediate feedback and
save teachers’ time that would be utilized in looking for innovative ways to develop their teaching
and learning strategies (Fitria, 2021). At the language level, for students who learn English as a
foreign language, “AI-based writing tools offer functionalities that can help these learners meet
expectations placed upon them to communicate effectively in English in academic and career
spheres” (Tseng & Warschauer, 2023, p. 259). Thus, adopting such AI-powered tools for writing
assignments might be an effective strategy for learning that can empower students' knowledge and
skills acquisition (Burkhard, 2022).
Interestingly, the evolution of ChatGPT as one of the most commonly used AI tools among
students helps them evaluate their performance in everyday school tasks. It accomplishes tasks by
generating human-like texts, translating, completing texts, and answering questions (Skrabut,
2023). Assessment of students' work involves receiving feedback, making adjustments, correcting
mistakes, and providing resources for written tasks. ChatGPT can also generate answers to any
given question, encouraging students to utilize their knowledge and reasoning skills to evaluate
the provided information (Lo, 2023). The interaction between ChatGPT and students increases
students’ efficiency as it strengthens their creativity, helps them practice their language skills, and
intensifies their ability to think critically and autonomously. These benefits, especially in
education, go beyond its limitations and concerns (Momesso, 2023).
The interactive “nature of AI-enabled learning systems helps to receive feedback and
understand the requirements of the learners based on that and lastly, prescribe suitable learning
choices for the learner depending on predictive algorithms” (Bhutoria, 2022, p. 3). In this sense,
educators should promote AI literacy, by collaborating with students, to integrate these tools into
their learning effectively so that students stay current with the evolving technological
advancements and prepare them for future challenges. Students then will gain the confidence to
use AI tools and acquire essential skills for their future careers (Tseng & Warschauer, 2023).
However, students should use AI-powered tools under the supervision and guidance of their
teachers to ensure a safe and effective interaction (Burkhard, 2022).
Indeed, the AI era is characterized by several positive aspects, including personalized
learning opportunities that increase students' motivation to explore new technologies and become
knowledgeable about them. This has led to the creation of highly efficient educational platforms

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that offer diverse learning opportunities and enhance students’ professional skills to ensure their
future career advancement (Li et al., 2023).
The Negative Impacts of AI on Students’ Overall Development

The massive attention AI tools utilization has gained recently raised various concerns in
different sectors, mainly education. As students progressively interact with AI tools to do basic
tasks, concerns emerged regarding the potential adverse outcomes these tools may have on them.
As mentioned previously, one of the main positive benefits of using AI by learners is the
opportunity to evaluate their learning objectively. However, the lack of accuracy in the provided
results can fail to indicate the actual learning process (Toumi, 2018).
A study conducted by Ahmad et al. (2023) showed that using AI technologies in education
can cause laziness and a loss of decision-making capabilities, as well as other security and privacy
issues. Students become entirely dependent on these tools when everything is easily performed
and automated for them. “The overreliance on AI tools could result in the fragmentation of the
learning experience, isolating students from the rich social and collaborative aspects of education”
(Pan, 2024, p. 153). This growing prevalence may contribute to increased human reliance,
potentially leading to increased passivity (Ahmad et al., 2023). In addition, “AI may reduce the
importance of some human cognitive capabilities or make them obsolete” (Toumi, 2018, p. 31).
When students' intensive reliance on AI generators such as ChatGPT or any other AI tools deprives
them of actual interaction with human teachers and peers. The overreliance on these tools hinders
the natural development of social life skills, which are essential for students’ professional and
personal success (Momesso, 2023), as well as influences the acquisition of fundamental cognitive
capabilities (Toumi, 2018).
The frequent employment of artificial intelligence has transformed the skill requirements
in numerous traditional sectors. Thus, using AI has initiated uncertainty regarding students' future
job opportunities and raised problems about employment and career anxiety (Li et al., 2023).
Moreover, other concerns mentioned in the research were mainly about the lack of personalized
learning as they may not consider individual needs and preferences. Societal biases embedded in
AI systems may lead to biased outcomes, perpetuating existing inequalities in access to these
technologies by all students. Besides, the collection and utilization of personal data by AI systems
give rise to privacy and security issues and prompt inquiries regarding data protection and consent
(Esplugas, 2023). Privacy is influenced by AI systems in various ways, although not always in the
anticipated manner. AI systems challenge various aspects related to privacy, such as individuals'
usual control over their information and the epistemic privilege often enjoyed in everyday
interpersonal interactions (Elliott & Soifer, 2022).
Despite the impact of AI-powered tools and their educational challenges, the potential
impacts are still hard to predict (Toumi, 2018). Interestingly, recent research findings have
concurred on several overarching concerns associated with using AI technologies in education.
These include but are not limited to, a potential overreliance on AI, a decline in critical thinking,
and other essential skills that could negatively impact students' future careers. There is also a
reduction in individuals' decision-making autonomy, a decreased sense of personal connection
within the learning environment, and notable issues related to privacy and security.

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Method
The study utilized a mixed-method approach to fulfill its primary objectives, integrating
qualitative and quantitative methods. The quantitative method was employed to gather numerical
data to examine the frequency and reasons behind the use of AI assistance tools by high school
students in Morocco. Additionally, the qualitative method was instrumental in gathering
perspectives from teachers regarding the student's use of these tools. This comprehensive approach
significantly enhanced the study's results and validity by providing deeper insights into the effects
and considerations associated with the use of AI assistance tools on students' academic and
personal development.
Participants
The study's selected population sample consisted of high school students from different
schools in Fez City. A random sampling method was used to reach as many student participants as
possible. Therefore, five randomly involved high schools were used to collect data from students
between 14 and 20 years old. The study could reach 115 high school students.
Table 1. Demographic Description
Gender: Frequency Percentage
Male 65 57%
Female 50 43%
Schools Names:
Salahddin EL Youbi 20 17.39%
Youssef Ben Tachfine 31 26.96%

Abdellah EL Aroui 23 20%
Ibn Rochd 29 25.22%
Moulay El Hassan 12 10.43%
Total 115 100%
The study involved a total of 115 student participants; 57% were males and 43% were
females. The data revealed an unequal gender distribution as this disparity might be related to
students' interest in participating in the study, as male students were more collaborative than female
participants. Besides, the included high schools vary from one another. For instance, Youssef Ben
Tachfine and Ibn Rochd ranked the highest participation, representing 26.96% and 25.22%.
Respectively, Abdellah EL Aroui High School 20%, Salahuddin EL Youbi 17.39%, and Moulay El
Hassan 10.43%. These disparities depended primarily on the number of students in each school
and their level of engagement. For the participants’ educational background, 21.74% were 10th-
grade students, 34.78% were first-year baccalaureate, and 43.48% were second-year baccalaureate
students representing the highest percentage of participants. These differences helped examine the
degree of AI integration in education across Moroccan high schools to enhance the
representativeness of the study’s findings.
Research Instruments
In this study, data was collected from participants using questionnaires and interviews. The
survey questions primarily focused on determining how often and why students use AI tools when
completing homework. At the same time, semi-structured interviews were conducted to understand

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teachers' perspectives on their students' use of AI and its impact on their academic performance.
Combining these methods ensured a comprehensive understanding of the investigated topic.
Research Procedures
Data was collected from high school students and teachers during the first semester of the
2024 academic year using two main research instruments. The questionnaire was an efficient and
practical approach to getting information from a large group of Moroccan high school students.
The survey was administered in person to students in their classrooms after obtaining permission
from the school principals. The questionnaire consisted of two sections, focusing in the first
section, on gathering the general background information of the participants. The second part
targeted the main research themes about the frequency of AI use, reasons, most commonly used
tools, and impact. For the semi-structured interviews, they were conducted face-to-face with
teachers in their place of work based on their availability. The interviews supplemented the
quantitative method of this paper by providing a qualitative component to the data collection
process. These interviews enable the researcher to gain thorough insights into the subject by
allowing respondents to express their opinions in a detailed and thoughtful manner.
Ethical Considerations
To adhere to ethical standards in research, all participants in both the questionnaire and the
interviews were provided with a consent form to ensure that their responses would remain
anonymous and would be utilized solely for academic purposes. Additionally, participants were
informed about the study's objectives and were invited to participate voluntarily.
Results
Frequency of Using AI Tools by High School Students
The first question respondents were asked about was the frequency of using AI tools, as the
table below illustrates:
Table 2. Frequency
Frequency Percentage
Frequently 57 50.0%
Occasionally 26 22.8%
Rarely 13 11.4%
Never 18 15.8%
Total 114 100.0%
Based on the students' responses, it is evident that they regularly engage with artificial
intelligence, indicating a high frequency of AI use. As a result, 50% of students reported frequent
use of AI, highlighting the considerable incorporation of AI tools into their daily academic
activities. This demonstrates a notable dependence on such technologies. A teacher confirmed,
“Teachers know their students, and they know their real level; I can easily detect students who rely
on AI tools to do their assignments.” Indeed, one can understand that teachers hold a significant
awareness of their students' level and degree of reliance on AI tools.
Conversely, 15.8% reported never utilizing AI for educational purposes attributing to overall
concerns about these tools, limitations imposed by families, or individual preferences. Moreover,
22.8% indicated that their use of AI assistance tools is occasional, suggesting that students may
choose to employ AI selectively for specific tasks or in certain settings. Finally, only 11.4% of
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respondents noted infrequent use of AI, which could be due to limited access to these tools or
insufficient knowledge about keeping pace with technological advancements.
Reasons for Using AI by Students

Table 3. Students’ Reasons for Using AI
Does everything for you 20 17.4 %
Easy to use 25 21.7%
Helps in understanding materials 23 20.0%
Provide immediate feedback 28 24.3%
Saves time 19 16.5%
Total 115 100.0%
Among the reasons and motives for using AI by Moroccan high school students is the
ability to minimize their learning struggles and challenges. The study’s findings (Table 2) showed
that a significant percentage (24.3%) of students use AI because it provides immediate feedback
on their assignments, allowing them to develop their understanding and make the necessary
adjustments “A lot of students find difficulties understanding some given tasks at home, AI
facilitates that on them and provides them with the necessary assistance a teacher cannot do.” The
second most cited reason by 21.7% of respondents was that AI tools are easy to use and do not
require much effort to interact with them as they quickly predict their needs.
Additionally, 20.0% mentioned that AI helps them understand materials and provide
academic assistance. 16.5% of participants indicated that AI saves time, which illustrates another
significant factor related to the efficiency of such tools. In other words, AI becomes an appealing
tool for students as it facilitates their learning tasks in just one click. However, this excessive use
can lead to overreliance and overuse as 17.4% of respondents claimed that AI Does everything for
you.” In this sense, one of the interviewed teachers firmly declared: “I used to give students writing
assignments as homework, but I discovered that they do not make any effort to write them by
themselves; AI does everything for them.” From this testimony, teachers seem aware of students'
overuse of AI, which minimizes their ability to generate ideas and enhance their writing skills
independently.
The Most Commonly Used AI Tools by Students

Table 4. AI Tools Used by Students to Do Their Homework
ChatGPT 50 43.5%
Oddity 14 12.2%
StudyPool 27 23.5%
TutorEva 24 20.9%
Total 115 100.0%
The data provided above showed the different choices that high school students rely on when it
comes to AI tools. Interestingly, 43.5% of students expressed a strong dependency on the ChatGPT
tool as one of the most commonly used, highlighting their preferences for its use and the strong
acknowledgment that implies an intense tendency towards this popular AI-driven language model.
Interestingly, students mentioned various AI tools, with Studypool being used by 23.5% of
respondents to help with their learning and homework. The TutorEva AI tool is used by 20.9% of

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the student participants, who indicated a considerable level of adoption of its services as they seek
tutoring and educational assistance. While only a smaller percentage (12.2%) of participants
selected the Oddity AI tool for its specific features that could help students assess their learning.
These findings illustrated a strong bond between students concerning using such tools as they
provide multiple learning opportunities such as modeling language, assisting them in generating
content, solving problems, providing guidance on various subjects, and aiding in educational tasks.
However, high school students' potential dependence on such technologies for various educational
or communicative objectives might positively and negatively impact their academic and personal
advancement.
Perceptions about the Impact of AI on Students’ Development

The new technological inventions have not only paved the way for improvements and
development in the educational sphere but also raised new concerns about their excessive use.
Hence, the data collected (table 5) demonstrated an extensive variety of student perspectives on the
impact of using AI tools on their personal and educational achievements. A large category, around
37.4%, reported that using AI assistance tools helped them improve their academic outcomes.
Students believe that AI has a positive influence on their academic performance. Some teachers
also supported these attitudes during the interview: “I think AI tools are very beneficial; they make
everything seem possible and doable for students. Students should be encouraged to develop their
skills to align with the technological advancement of our time.”
However, 44.3% of respondents claimed no notable change in their personal and
professional productivity. This attitude revealed a neutral position or potential concerns about
using AI and its negative impact on student development. This could be related to the 18.3% of
students who believe that using AI tools has lowered their academic performance as there are
teachers who have negative perceptions towards these tools and do not tolerate using them by
students, as one of the teachers argued: “I can’t tolerate students' use of such tools they are just
going to make them lazy and stupid.” Another added, “I believe it is dangerous; students will
become empty of basic skills as they get used to depending on robots to think instead of them.”
For many teachers, using these tools could be harmful as they have concerns about students'
creativity and innovation, as it can lead to overreliance and laziness, which indicates that both
students and teachers hold different opinions vis-à-vis the use of AI.
Table 5. Students Attitudes about the impact of AI on their academic achievement

Improved 43 37.4%
No change 51 44.3%
Declined 21 18.3%
Total 115 100.0%
The impact of using AI technology led to the rise of multiple concerns by teachers
about developing their students’ essential and basic skills. In this context, teachers
recommended that “Stakeholders should take this seriously, especially in the educational
context; they cannot expect to have a future generation of individuals who are competent
enough to fit within social and economic requirements if they do not put some restrictions
over the use of such tools.” A teacher declared.

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Teachers’ concerns are increasing as far as students are entirely dependent on AI assistance
tools. A teacher noted: “Students have become over-reliant on AI they can’t write or solve a
problem without checking what the chatbot will suggest. They have lost their self-confidence
because they think that they can’t provide better than the AI ideas.” On a parallel note, another
interviewee's teacher said, “I have witnessed many cases of students turning in assignments done
by AI. If you ask them about something mentioned to elaborate more on it, they will not be able to
provide an answer. They do not even know what they have copied.” Consequently, students lose
the ability to develop their critical thinking skills as they accept and adopt whatever the chatbot
suggests, “how can we talk about using these tools critically by students while they're still in the
process of developing these skills? Of course, they will blindly adopt whatever the chatbot gives,”
a teacher added.
Teachers' concerns and attitudes are justified as they work with high school students, who
are still developing their knowledge and essential skills. Therefore, instead of limiting students'
understanding of how to use AI assistance tools, efforts should be focused on providing guidance
and supervision to ensure that students utilize AI technologies efficiently and moderately.
Discussion
Students are using AI assistance tools more and more for educational purposes, which has
raised concerns about how it affects their academic and personal development. This study aimed
to investigate these impacts on Moroccan high school students and to respond to teachers' worries
about students using these tools excessively and without guidance. As a result, the evaluation of
students' use of AI assistance tools to complete their homework has led to several conclusions.
The study’s results showed a massive reliance on AI to accomplish simple tasks for
students, which could impact their self-confidence as they start to believe that they cannot provide
the same quality of ideas as AI. When they overuse AI, students lose control over what they learn
and how they learn in a way that negatively affects their critical thinking and sense of creativity.
Unlike what has been mentioned by previous studies about the benefits of AI in education, such as
personalizing learning (Bhutoria, 2022), motivating students, and keeping them engaged (Owan et
al., 2023). This study’s findings revealed potential negative impacts on students' personal and
academic development when relying entirely on AI technologies to do their school assignments.
These impacts are crucial, especially when dealing with students in a critical phase such as high
school. Most importantly, the study’s outcomes from teachers' perspectives aligned with other
research papers which confirmed that using AI technologies in education by students leads to
laziness, loss of decision-making capabilities and other cognitive skills, loss of human interaction,
and overreliance (Toumi, 2018; Ahmad et al., 2023; Momesso, 2023; Pan, 2024). Thus, using
artificial intelligence should be guided and monitored by families, teachers, and educational
authorities to intervene and restrict its use by students.
Conclusion
In conclusion, AI tools are essential in transforming how students use them to accomplish
homework. However, the study findings also mention teachers' worries and concerns about
students' overreliance on these technologies. In other words, teachers fear that students' excessive
use of AI can negatively impact their creativity and hinder their acquisition of cognitive skills.
AI has transformed students' learning experiences. On the one hand, it has brought
innovation and improvement in the educational sector for both teachers and learners. On the other

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hand, it is crucial to consider its drawbacks and challenges. Thus, it is essential to find a balance
between using AI as a helpful tool to enhance students' skills without affecting their cognitive
abilities and inventive facets. That is to say, by integrating technology wisely, students can keep
developing essential skills for the future.
Furthermore, educators must remain cautious and adjust to students' ever-evolving needs.
By encouraging collaboration and inquiry, they may ensure that students are using AI effectively.
In this way, we can maximize artificial intelligence's ability to improve education and set students
on the path to success in the digital age.
Funding: This research is not funded.

Acknowledgments: Not applicable.
Conflicts of Interest: The authors declare no conflict of interest.
Authenticity: This manuscript is an original work.
Artificial Intelligence Statement: AI and AI-assisted technologies were not used.
About the Authors:

Jihane TAMIMI, a PhD candidate at Sidi Mohammed Ben Abdellah University (USMBA), Fez-
Morocco. She is currently a teacher of English in a Moroccan public High school and a monitor
of a technology class technology at a primary school. She is also a co-founder of the MIAC group.
Her primary research interests are leadership, civic engagement, and teacher professional
development.ORCid ID: https://orcid.org/0009-0006-9639-4105
Essafa ADDICHANE, a PhD candidate at Sidi Mohammed Ben Abdellah University (USMBA),
Fez- Morocco, and a teacher of English in a Moroccan public High school in Fez. Her research
interests are sustainable development, quality in education, and gender studies.
ORCid ID: https://orcid.org/0009-0006-9639-4105
Dr. Sadik MADANI ALAOUI, a Head of the English Department and Associate Professor of
Applied Linguistics at the Faculty of Letters and Humanities, Sidi Mohammed Ben Abdellah
University (USMBA), Fez- Morocco. His main research interests are media and cultural studies.
ORCid ID: https://orcid.org/0009-0007-2138-9165
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Evaluating The Effects of Artificial Intelligence Homework Assistance Tools On High School Students' Academic Performance and Personal Development

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Arab World English Journal (AWEJ) Special Issue on CALL Number 10. July 2024 Pp.

Evaluating the Effects of Artificial Intelligence Homework Assistance Tools

Received 02/16/2024 Accepted: 07/18/2024 Published: 07/28/2024

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Artificial Intelligence and Education

AI's Positive Impact on Students’ Development

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The Negative Impacts of AI on Students’ Overall Development

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Youssef Ben Tachfine 31 26.96%

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Reasons for Using AI by Students

The Most Commonly Used AI Tools by Students

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Perceptions about the Impact of AI on Students’ Development

Table 5. Students Attitudes about the impact of AI on their academic achievement

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Funding: This research is not funded.

About the Authors:

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