The widespread availability and use of artificial intelligence (AI) tools such as large language models (LLMs) began in November 2022, when OpenAI introduced its LLM, ChatGPT, to the public. The number of its users grew rapidly, from 100 million in January 2023 to 400 million by February 2025. Since then, numerous LLMs, such as Gemini, Claude, LLaMA, Mistral, and Deepseek, have been developed, all of which have influenced how people learn and work. In addition to LLMs, other AI tools that use text prompts for generating images, videos, music, writing, and coding significantly impact human productivity as well.

While universities have adapted relatively quickly to the integration of AI tools by issuing guidelines and introducing courses on responsible and ethical use of AI tools to uphold academic integrity and prevent plagiarism, primary education is slower in response due to reliance on curricula and textbooks approved by government ministries, as is the case in Croatia. Still, primary school students are aware of LLMs and other AI tools, and they are using them for learning and completing homework. However, extensive and unethical use of these tools may diminish cognitive effort, reduce critical thinking, and hinder the development of problem-solving skills.

This paper presents research results from a study investigating the reasons why primary school students use AI tools. A self-constructed online questionnaire was administered to 301 students in grades five through eight from two primary schools in Northwestern Croatia. Qualitative analysis revealed the most common reasons for using AI tools (students could select multiple answers): to complete homework more quickly and easily (178 responses), to improve homework quality and achieve better grades (113), and due to a lack of interest in the material, students let AI complete their work (30). No statistically significant gender differences were observed. These findings underscore the need to integrate education on the responsible and ethical use of AI tools into the primary school informatics curriculum in Croatia, and for teachers to design homework assignments that minimize the reliance on AI tools.

Keywords: Informatics, large language models, academic integrity, homework.