This study investigates the impact of artificial intelligence (AI) applications on the academic performance of junior high school students in China. Specifically, it examines students’ perceptions, cognitive understanding, practical usage, and ethical considerations related to AI, as well as individual differences such as gender and family background. A questionnaire survey was conducted among students in the first and third grades of a junior high school. The findings reveal that students’ cognition and usage of AI do not significantly influence academic performance. However, students with a stronger awareness of AI ethics tend to achieve higher mathematics scores, with this effect being more pronounced among third-grade students. Moreover, students from households equipped with computers generally performed better academically, while ownership of tablets did not show a significant correlation with academic outcomes. Gender also emerged as a significant factor, with results suggesting that female students may face greater distractions from social media. This study underscores the importance of ethical considerations in AI education and recommends that educators and parents guide students to utilize AI tools for educational purposes while fostering a strong sense of AI ethics.
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