USER’S PERSPECTIVES ON AI- POWERED VIRTUAL ASSISTANT IN EDUCATION AND EVERYDAY LIFE

Educational Technology

authority, social acceptability, and pedagogical role are becoming urgent considerations. Even with the fast-paced changes in daily life and formal education, especially in areas with limited resources, there is a lack of empirical insights into user experiences with these tools. This study examines how users experience AI structures like ChatGPT. The focus is on their perceived accuracy, usefulness, and implications for ethics in both educational and out-of-school contexts. Grounded in sociocultural learning theory and critical algorithm studies, the researcher frames AI as not just a source of insights but rather as an agentic actor that changes how we think, labor, and assert autonomy. The study involves qualitative interviews with 15 diverse key informants in the Philippine context. The collected data conducts a thematic analysis to recognize and examine participants' views and feelings regarding AI-enabled assistance. Findings will reveal the relationship between convenience and dependence, automation and critical thinking, and usefulness and ethics. Overall, participants acknowledged that AI-powered assistance supports, accelerates, and facilitates learning. It represents a significant area of opportunity, knowledge accessibility, excessive data collection, misinformation, and charges against intellectual agencies.

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