Does the GenAI Platform Matter? High-School Students’ Perceptions of Generative AI’s Academic Impact

The rapid integration of GenAI (Generative AI) into high school education has emphasized the need to improve current understanding of its pedagogical role. This paper aimed to explore how the brand of GenAI used is associated with students' perceived academic impact. A survey (n=114) was conducted to determine the extent of this relationship, and if one exists. A composite perceived impact score was derived by averaging Likert scale responses to perceived impact questions (α=.874). This was utilized to conduct a regression analysis that demonstrated relationships between several independent variables and students' composite perceived impact. P-values for GenAI brands exceeded the threshold (p>.05), resulting in the lack of statistically-backed conclusion on the relationship between the students’ perceived impact of GenAI on students’ academic experience and the platform of GenAI. The new understanding of this study is that students’ GenAI competency and GenAI usage is associated with their perceived impact. This study’s findings were consistent with previous research and fulfilled a gap in understanding competency as a factor influencing student perceived impact. Overall, this study expanded the current understanding of factors associated with high school students' perception of GenAI and clarified students’ perceptions of GenAI’s role in high school education without integrating a theoretical model.