A Student Led Guide to Using AI Wisely in School
We conducted experiments, conducted student interviews, and developed a basic framework to assist you in using AI as a learning aid, such as ChatGPT.
To assist students in utilizing AI without sacrificing their own abilities..
Based on what actual students informed us, develop a straightforward, useful manual for appropriate AI use.
To find out how a framework alters behavior, we conducted an experiment with eight students and conducted interviews with eight more.
5 evidence‑based principles to keep you learning and thinking, even when you use AI.
Our framework helped students to think more critically about AI and to create better work.
Four Carleton University students who worked on this project.
Lead Researcher
erinvanderpouwkraan@cmail.carleton.ca
Managed the interviews and ensured that our study was fair and complied with regulations.
Research Coordinator
victoroikawalopes@cmail.carleton.ca
Created our five guiding principles based on the interview results and designed the experiment.
Technical Lead
mohammadalsaadi@cmail.carleton.ca
Built this website and made our data easy to see with charts.
Technical Coordinator
mustafaali6@cmail.carleton.ca
Also helped with the website and worked on the poster for the project.
Professor, School of Information Technology
Carleton University
Helped us keep on the right track to transform our concepts into actual research.
Decided on our theme and the questions we wanted to address.
Carleton gave us the go ahead to interview students..
Asked eight students about their opinions on artificial intelligence.
Developed five evidence based guidelines based on research and interviews.
Eight students completed school tasks to test our framework.
Analyzed experiment results, made visualizations and conclusions.
Presented everything at the Carleton Capstone Fair.
We had a conversation with eight Carleton students to learn about their experiences with AI before developing our framework.
Eight undergraduate students studying science, engineering, and information technology participated in semi-structured interviews with us for ten to twenty minutes. The objective was to use student viewpoints to design an ethical AI framework.
We identified 5 core themes that became our framework.
- AI is valued for: explaining concepts, rewording, idea generation, summarizing, study prep.
- Major concerns: dependence, skill loss, cheating, incorrect information.
- Integrity split: 4 follow rules to learn, 4 avoid getting caught.
- Student insight: “AI is like a lighter, it can light a candle or burn down a building.”
These insights directly shaped the 5 principles of our framework.
Principles supported by research were created through student interviews and verified by testing.
8 students discussed their experiences, worries, and usage.
Answers to 5 main themes..
Verified by peer-reviewed studies.
8 students participated in the test, and the framework group used AI with greater consideration.
Understand how the AI came up with its answer. Don't simply copy.
Gong et al.: Students do not understand the ethics of AI. Harvard/Stanford RCT (2025): Learning gains are doubled when AI is used as a "scaffolded tutor."
Try asking: "Walk me through the steps to solve this" rather than "what's the answer."
AI creates details and sources, particularly for specialized subjects.
Linardon et al. (2025): According to Linardon et al. (2025), fabrication increases from 6% to 29% for niche themes, with 65% of GPT-4o citations being unreliable.
Try this: Check Google Scholar for each citation.
Before using AI, think about what you already know.
The main issue was dependence. Students claimed that using AI before second guessing your own abilities can be detrimental.
Try this: Spend 10–15 minutes working alone on an issue.
It is up to you how you utilize it, so be aware of its restrictions.
Try this: Try this: Write the final draft yourself after using AI to generate ideas.
You are affected, not the AI.
Remember: If you misuse AI, you miss out on learning.
Data from 8 Carleton students.
8 undergraduate students (Science, Engineering, IT). Age 21-23. 7 men, 1 woman. CGPA 6.0–11.5.
Split: 4 follow rules to learn, 4 just avoid trouble.
Most see AI as helpful, but dependence worries remain.
5 frequent, 2 rare, 1 consistent (daily).
Only 2 of 8 consider themselves reliant.
Eight students completed five real world challenges to test our five concepts.
4 got the framework, 4 didn't.
Summarizing, grammar, story writing, scheduling, debugging.
Every student completed assignments at their own speed.
Read a marketing article, summarize it, and add your own thoughts. (Complexity: High / Grade 8 level)
Fix grammar, spelling, and flow of a short story. (Complexity: Mid-High / Grade 5)
Write a 2‑paragraph story with specific prompts. (Complexity: Mid / Grade 4)
Organize a logical morning schedule. (Complexity: Low / Grade 1)
Fix 3 errors in a basic HTML page. (Complexity: Very High / University level)
Framework group used AI with caution, trying tasks first, double checking results, and followed principles.
Framework group averaged 8.25/9 on Task 3 vs 7.25 for uncontrolled.
Uncontrolled group completed tasks on average 7–12 minutes faster, however they relied on AI without verification
Complexity according to university level and the Ontario curriculum. Debugging was the most difficult task.
The framework group demonstrated deeper engagement by spending more time to difficult activities.
AI was used less often and always with verification by the framework group.
Framework group performed better on creative & grammar tasks.
The tasks were arranged properly by both groups, with minor differences in the sequence of breakfast and backpacks according to personal routines.
Our 5 principles had an impact. With the framework, students used AI with greater care, validated results, and maintained their own learning. Despite working more slowly, their work demonstrated greater ethical concern and critical thinking.
All our materials.
View the 5 principles online. Download not required, explore above.
All details: methods, interview questions, experiment tasks, available for review.
Slides we used at the fair, accessible by request.
Questions about our research? Want to collaborate? Reach out!
erinvanderpouwkraan@cmail.carleton.ca
victoroikawalopes@cmail.carleton.ca
mohammadalsaadi@cmail.carleton.ca
mustafaali6@cmail.carleton.ca
James Brunet
JamesBrunet@cunet.carleton.ca