Navigating GenAI: A participatory narrative inquiry into a teenager's experiences with ChatGPT in informal learning environments

Abstract

While the use of generative AI among teenagers is widespread, their authentic, lived experiences with these tools often remain underexplored. This study employs a participatory narrative inquiry to examine one high schooler’s unstructured interactions with ChatGPT in an informal learning setting. Coauthored by the researcher and her 10th-grade daughter, this inquiry captures the student's journey through first-person narratives, describing her initial perceptions, practical use of ChatGPT for personal interests, and her evolving ethical considerations. The findings show a nuanced shift from rejection to critical engagement, where the student developed responsible and self-regulated use of GenAI without formal guidance. This study emphasizes the urgent need for open dialogue, clear instruction in AI ethics, and meaningful student involvement in shaping school-level AI policies. By focusing on a student's voice, this inquiry demonstrates that AI literacy is not just a technical skill but an ongoing personal and ethical negotiation. It reveals how young people are already engaging critically with GenAI and underscores the importance of their insights in guiding responsible and relevant educational practices.