Work

Addressing the use of generative AI in academic writing

Year: 2024

Type: article

Abstract: The rise of generative AI has been a major disruptive force in academia. Academics are concerned about its impact on student learning. Students can use generative AI technologies, such as ChatGPT, to complete many academic tasks on their behalf. This could lead to poor academic outcomes as students use ChatGPT to complete assessments, rather than engaging with the learning material. One particularly vulnerable academic activity is academic writing. This paper reports the results of an active learning intervention where ChatGPT was used by students to write an academic paper. The resultant papers were then analysed and critiqued by students to highlight the weaknesses of such AI-produced papers. The research used the Technology Acceptance Model to measure changing student perceptions about the usefulness and ease of use of ChatGPT in the creation of academic text. A statistical analysis indicates the intervention's impact on their behavioural intentions on using ChatGPT for academic writing.

Source: Computers and Education Artificial Intelligence

DOI: 10.1016/j.caeai.2024.100342

Authors: Johan van Niekerk, Petrus M.J. Delport, Iain Sutherland

Institutions: Noroff University College, Nelson Mandela University

Language: English

Topic: Artificial Intelligence in Education

Subfield: Information Systems

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,210