Generative AI in Education: A Study of Its Relationship with Students’ Reading Habits, Homework Behaviour, and Classroom Attentiveness

Abstract

The widespread integration of generative AI in educational setting has highlighted critical questions about the influence of AI on the academic behaviour of students, particularly on their reading habits, homework behaviour and classroom attentiveness. This study situates itself at the juncture of investigation towards the extent and nature of generative AI usage among secondary and senior secondary students in Patna, Bihar. It aims to examine the relationship by employing a mixed-methods design. The quantitative data of 100 students were collected from five government and private schools using self-developed Likert type scales whereas qualitative insights was gathered through semi-structured focus group discussions with 12 students. The findings indicate that all the students engage with generative AI. Correlation analysis presents a significant positive relationship between usage of generative AI and homework behaviour whereas reading habits and classroom attentiveness show weak but statistically insignificant associations. The comparative analysis highlights that students of government schools outperform the peers of private schools in reading, homework and attentiveness. Qualitative analysis provides the articulation that cautious-purpose-driven usage of AI, ethical awareness and situational dependency among students. This study points out that AI should be used as a complementary tool that supports rather than substitutes independent learning process.

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