Exploring Vocational School Students' Conceptualizations of Artificial Intelligence Through Metaphors

Artificial intelligence (AI) encompasses systems engineered to execute cognitive functions, including perception, reasoning, and decision-making. Advancements in big data and deep learning have facilitated the proliferation of AI in sectors such as healthcare, education, manufacturing, and transportation, concurrently prompting discussions on ethical and safety concerns. AI enhances education by facilitating personalized and data-informed learning via adaptive platforms, automated assessments, and virtual assistants. This study examined vocational school students' perceptions of AI using metaphors, which elucidate abstract concepts and uncover cognitive patterns. A qualitative, phenomenological approach was employed to collect data from 198 students through an online survey utilizing the prompt “AI is like… because…”. The analysis adhered to systematic metaphor procedures, and expert review validated a high degree of reliability. The results revealed 82 distinct metaphors that represent diverse perspectives. The recurrent use of metaphors such as “human,” “human brain,” “assistant,” and “facilitation” suggests that students perceive AI as possessing human-like qualities and as a supportive entity. Alternative metaphors characterize AI as technological instruments (robots, machines, programs) or repositories of information (libraries, web browsers). In addition to the beneficial aspects of assistance and facilitation, apprehensions regarding the risks and uncontrollability of AI have arisen. In conclusion, vocational students view AI as a practical, human-like tool that improves life, while also recognizing the uncertainties associated with the technology. The findings highlight the dual aspects of AI perceptions in educational settings, merging optimism with caution.