Generative artificial intelligence in secondary education: Applications and effects on students' innovation skills and digital literacy.

While the sampling framework ensured proportional representation across demographic categories, preliminary analyses revealed notable differences in the magnitude of AI effects across gender and grade-level subgroups, although these differences did not reach statistical significance at conventional thresholds (p > .05).

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Similarly, the anticipated moderating effect of prior technology experience on the AI-capability relationship failed to reach statistical significance (ΔR2 = .02, p = .08), contradicting theoretical propositions from technology acceptance frameworks and suggesting that generative AI may function through distinct pedagogical mechanisms that transcend traditional technology integration paradigms.

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