Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process

International Journal of Educational Technology in Higher Education, Journal Year: 2023, Volume and Issue: 20(1)

Published: Nov. 10, 2023

Abstract Generative artificial intelligence (GenAI) can be used to author academic texts at a similar level what humans are capable of, causing concern about its misuse in education. Addressing the role of GenAI teaching and learning has become an urgent task. This study reports results survey comparing educators’ (n = 68) university students’ 158) perceptions on appropriate use writing process. The included representations user prompts output from ChatGPT, chatbot, for each six tasks process (brainstorming, outlining, writing, revising, feedback, evaluating). Survey respondents were asked differentiate between various uses these tasks, which divided student teacher use. Results indicate minor disagreement students teachers acceptable tools process, as well classroom institutional-level lack preparedness GenAI. These imply need explicit guidelines professional development educational contexts. contribute evidence-based integration learning.

Language: Английский

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Comparing the quality of human and ChatGPT feedback of students’ writing

Learning and Instruction, Journal Year: 2024, Volume and Issue: 91, P. 101894 - 101894

Published: March 11, 2024

Offering students formative feedback on their writing is an effective way to facilitate development. Recent advances in AI (i.e., ChatGPT) may function as automated evaluation tool, increasing the amount of receive and diminishing burden teachers provide frequent large classes. We examined ability generative (ChatGPT) feedback. compared quality human by scoring each provided secondary student essays. scored degree which (a) was criteria-based, (b) clear directions for improvement, (c) accurate, (d) prioritized essential features, (e) used a supportive tone. 200 pieces human-generated AI-generated same whether ChatGPT differed whole sample, compositions that overall quality, native English speakers learners comparing descriptive statistics effect sizes. Human raters were better at providing high-quality all categories other than criteria-based. humans showed differences based essay quality. Feedback did not vary language status or AI. Well-trained evaluators higher ChatGPT. Considering ease generating through its still be useful some contexts, particularly early drafts instances where well-trained educator unavailable.

Language: Английский

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Utilization of artificial intelligence technology in an academic writing class: How do Indonesian students perceive?

Contemporary Educational Technology, Journal Year: 2023, Volume and Issue: 15(4), P. ep450 - ep450

Published: June 19, 2023

Research shows that artificial intelligence (AI) technology positively influences students’ writing skills, but this area has yet to be touched by Indonesian researchers. This study aims map perception, obstacles, and recommendations for optimizing use of AI in teaching academic Indonesian. article focuses on a case three senior high schools Central Java, Indonesia. It employs quantitative qualitative data. The researcher collected the data using questionnaires presented with Likert scale, followed an in-depth interview through mobile instant messaging interview. Findings show (1) AI-based learning tools help students do research, especially planning step, identify develop topics, as well drafting paper draft, (2) are deemed flexible accessibility despite not being able cover all necessities required process, (3) interested class so process will boring. Although been used classes, have impacted quality papers indicators. There several obstacles AI, namely need more available feature, editing text, contrast, features still optimized. These optimization tools, which adding edit including spelling, diction, sentence structure, enhancing literacy explore leverage existing optimally. research accommodate possible coverage checking originality accuracy written product assisted could become focus future

Language: Английский

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The Sciences of Reading and Writing Must Become More Fully Integrated

Reading Research Quarterly, Journal Year: 2020, Volume and Issue: 55(S1)

Published: Aug. 31, 2020

Abstract Science has greatly enhanced what we know about reading and writing. Drawing on this knowledge, researchers have proffered recommendations for how to teach these two literacy skills. Although such are aimed at closing the gap between research practice, they often fail take into account reciprocal relation that exists Writing writing instruction improve students’ vice versa. Theory evidence support presented, implications scientific study of writing, policy, practice offered, including proposal sciences need be better integrated.

Language: Английский

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Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020

Journal of Computer Assisted Learning, Journal Year: 2021, Volume and Issue: 38(2), P. 599 - 620

Published: Dec. 13, 2021

Abstract Background Automated Writing Evaluation (AWE) systems to aid writing learning and instruction in primary secondary education are growing increasingly popular. However, their effectiveness is hardly known. We conducted a systematic review focusing on the effects of these providing feedback students school settings. Objectives Our goal was identify characterize AWE tested last 20 years for Grades 1–12 examine impact text quality other writing‐related outcomes. Methods The followed PRISMA guidelines. identified eight studies reporting six 1659 11–17 age. Results conclusions supported usefulness instruction. Except one, all showed positive effect automated at least one measure. integration into more extensive instructional programs, amount practice provided students, type control groups, role teachers factors influencing students' Relevance generally value teaching/learning process writing. A closer look conditions which put suggested that they particularly effective when embedded comprehensive programs ample opportunities. Findings from this expand knowledge as valuable tools enhance

Language: Английский

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The Impact of Technology on Students’ Writing Performances in Elementary Classrooms: A Meta-Analysis

Computers and Education Open, Journal Year: 2022, Volume and Issue: 3, P. 100082 - 100082

Published: Feb. 26, 2022

Language: Английский

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ChatGPT in education: Transforming digital literacy practices

Journal of Adolescent & Adult Literacy, Journal Year: 2023, Volume and Issue: 67(3), P. 186 - 195

Published: Sept. 26, 2023

Abstract As artificial intelligence (AI) technologies continue to advance, their integration into secondary and postsecondary education offers a multitude of opportunities for adolescent adult learners. In this article, we delve the advantages integrating AI literacy education, emphasizing its capacity enhance writing skills, provide assistance students with disabilities, foster critical thinking media abilities, also tackle challenges associated biases, misinformation, an overdependence on tools. This article examples recommendations assist educators in guiding learners toward ethical responsible usage AI.

Language: Английский

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Automated feedback and writing: a multi-level meta-analysis of effects on students' performance

Frontiers in Artificial Intelligence, Journal Year: 2023, Volume and Issue: 6

Published: July 3, 2023

Introduction Adaptive learning opportunities and individualized, timely feedback are considered to be effective support measures for students' writing in educational contexts. However, the extensive time expertise required analyze numerous drafts of student pose a barrier teaching. Automated evaluation (AWE) tools can used individual based on advances Artificial Intelligence (AI) technology. A number primary (quasi-)experimental studies have investigated effect AWE performance. Methods This paper provides meta-analysis effectiveness tools. The literature search yielded 4,462 entries, which 20 ( k = 84; N 2, 828) met pre-specified inclusion criteria. moderator analysis impact characteristics learner, intervention, outcome measures. Results Overall, results three-level model with random effects show medium g 0.55) automated significant heterogeneity data indicates that use cannot understood as single consistent form intervention. Even though some moderators we found substantial differences sizes, none subgroup comparisons were statistically significant. Discussion We discuss these findings light practice give recommendations future research.

Language: Английский

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Academic writing and ChatGPT: Students transitioning into college in the shadow of the COVID-19 pandemic

Discover Education, Journal Year: 2024, Volume and Issue: 3(1)

Published: Jan. 10, 2024

Abstract This paper reflects on an educator's perceived experiences and observations the complex process of ‘passage’ when students transitioning from high school into their first-year post-secondary education often struggle to adapt academic writing standards. It relies literature further explore such a process. Written communication has become increasingly popular in formal professional settings, stressing need for effective skills. The development online tools aiding is not new concept, but software known as ChatGPT, may add many challenges faced over years. students' struggles they navigate different courses seeking skills structured written requirements. COVID-19 pandemic forced recent virtual education, uncertain its effectiveness developing graduates require academia. Many unknowns exist using ChatGPT contexts, especially writing. can generate texts independently, raising concerns about plagiarism impact critical thinking hopes contribute pedagogical discussions current surrounding use artificial intelligence technology how better support beginner writers

Language: Английский

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The influence of GenAI on the effectiveness of argumentative writing in higher education: evidence from a quasi-experimental study in China

Journal of Asian Public Policy, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 26

Published: June 6, 2024

The revolutionary development of generative artificial intelligence, especially large language model (LLM) chatbots like ChatGPT, has brought disruptive changes to society, in the field higher education, particularly domain writing. Prior studies have primarily examined opportunities and challenges that LLM Chatbots bring education writing from a theoretical perspective. However, empirical on how effectively responsibly integrate into learning evaluate their effectiveness are still limited. To address this gap, present study introduces approach termed LLM-powered Chatbot-assisted argumentative (LCAW) support cultivation university students' abilities. A total 61 Chinese students two classes were invited participate quasi-experimental with different methods as intervention measures, student perceptions gathered through interviews. results show proposed LCAW method significantly improves performance terms content quality expression, positively impacts providing personalized feedback enhancing motivation. This contributes by proposing an effective for integrating AI instruction offering insights curriculum design policies enhance GenAI.

Language: Английский

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