Work

Intermediality in Student Writing: A Preliminary Study on The Supportive Potential of Generative Artificial Intelligence

Year: 2025

Type: article

Abstract: The proliferating field of writing education increasingly intersects with technological innovations, particularly generative artificial intelligence (GenAI) resources. Despite extensive research on automated writing evaluation systems, no empirical investigation has been reported so far on GenAI’s potential in cultivating intermedial writing skills within first language contexts. The present study explored the impact of ChatGPT as a writing assistant on university literature students’ intermedial writing proficiency. Employing a quasi-experimental design with a non-equivalent control group, researchers examined 52 undergraduate students’ essay writings over a 12-week intervention. Participants in the treatment group harnessed the conversational agent for iterative essay refinement, while the reference group followed traditional writing processes. Utilizing a comprehensive four-dimensional assessment rubric, researchers analyzed essays in terms of relevance, integration, specificity, and balance of intermedial references. Quantitative analyses revealed significant improvements in the AI-assisted group, particularly in relevance and insight facets. The findings add to the research on technology-empowered writing learning.

Source: European Journal of Educational Research

DOI: 10.12973/eu-jer.14.3.847

Authors: Zhadyra Smailova, Saule Abisheva, Кarlygash Zhapparkulova, Ainura Junissova, Khorlan Kaskabassova

Institutions: Abai Kazakh National Pedagogical University, Al-Farabi Kazakh National University, M.Auezov South Kazakhstan State 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: $250