Exploring the Perceived Usefulness and Effect of AI Writing Tools in Enhancing the Quality of Written Outputs of Senior High School Students
DOI:
https://doi.org/10.11594/ijmaber.06.09.02Keywords:
Artificial Intelligence, Research, Academic writing, Senior High SchoolAbstract
While AI writing tools promise efficiency and productivity, educators are concerned about their potential threat to academic integrity. This study focuses on identifying the AI writing tools used by students, assessing each tool’s perceived usefulness based on its functionality, and exploring students' views on the impact of AI writing tools in enhancing their written output. A quantitative method, using a survey questionnaire, was employed to determine the AI writing tools students use and their perceived usefulness. A qualitative method, via focus group discussions, was also utilized to explore students' views on using AI writing tools to enhance their academic work. The results show that students are exposed to various AI writing tools, with Google Translate being popular for language translation, Quillbot for summarizing and paraphrasing, and ChatGPT for content generation and other writing-related tasks. Students perceived AI writing tools as very useful for enhancing their academic papers, as they increase their confidence in writing and improve productivity and efficiency. However, due to potential inaccuracies in generated content, students expressed skepticism on fully relying on AI writing tools. They indicated that they have become more vigilant when using these tools to avoid plagiarism and prevent incorporating false information and sources. The study suggests that educational institutions could develop guidelines or implement policies on the ethical use of AI writing tools to promote academic integrity. Schools may also encourage responsible use of these tools to cultivate a culture of honesty.
Downloads
References
Alharbi, W. (2023). AI in the foreign language classroom: A pedagogical overview of au-tomated writing assistance tools. Educa-tion Research International. https://doi.org/10.1155/2023/4253331
Burkhard, M. (2022). Student perceptions of ai-powered writing tools: towards indi-vidualized teaching strategies. Proceed-ings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022). https://doi.org/10.33965/celda2022_202207l010
Charlie Choi, Published on Mar 03, 2023, How Text-to-Speech is Transforming Educa-tion, https://lovo.ai/post/how-text-to-speech-is-transforming-education
Devi, J. S., Sreedhar, M. B., Arulprakash, P., Kazi, K., & Radhakrishnan, R. (2022). A path towards child-centric artificial intelli-gence-based education. International Journal of Early Childhood, 14(3), 9915-9922.
DuBose, J., & Marshall, D.H. (2023). AI in aca-demic writing: Tool or invader. Public Services Quarterly, 19, 125 - 130. https://doi.org/10.1080/15228959.2023.2185338
Gutiérrez-Cirlos, C., Carrillo-Pérez, D. L., Bermúdez-González, J. L., Hidrogo-Montemayor, I., Carrillo-Esper, R., & Sánchez-Mendiola, M. (2023). ChatGPT: opportunities and risks in the fields of medical care, teaching, and research. In Gaceta Medica de Mexico 159 (5). https://doi.org/10.24875/GMM.230001671
Kadaruddin, K. (2023). Empowering education through generative AI: Innovative in-structional strategies for tomorrow’s learners. International Journal of Busi-ness, Law, and Education, 4(2). https://doi.org/10.56442/ijble.v4i2.215
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O.,Sailer, M., Schmidt, A., Seidel, T., … & Kasneci, G. (2023). ChatGPT for good? On opportuni-ties and challenges of large language models for education. EdArXiv. https://doi.org/10.35542/osf.io/5er8f
Kim, T. W. (2023). Application of artificial in-telligence chatbots, including ChatGPT, in education, scholarly work, programming, and content generation and its prospects: a narrative review. In Journal of Educa-tional Evaluation for Health Professions (Vol. 20). https://doi.org/10.3352/jeehp.2023.20.38
Lametti, D. (2022). AI could be great for col-lege essays. slate.com. https://slate.com/technology/2022/12/chatgpt-college-essay-plagiarism.html
Lock, S. (2022). What is AI chatbot phenome-non ChatGPT and could it replace hu-mans. The Guardian, 5.
Lund, B. D. (2023). A brief review of ChatGPT: Its value and the underlying GPT technol-ogy. https://www.researchgate.net/publication/366809571_A_Brief_Review_of_ChatGPT_Its_Value_and_the_Underlying_GPT_Technology
Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News. https://doi.org/10.2139/ssrn.4333415
Malinka, K., Peresíni, M., Firc, A., Hujnak, O., & Janus, F. (2023, June). On the educational impact of ChatGPT: Is Artificial Intelli-gence ready to obtain a university de-gree? In Proceedings of the 2023 Confer-ence on Innovation and Technology in Computer Science Education V. 1 (pp. 47-53).
Morgenstern, J., Rosella, L., Daley, M., Goel, V., Schünemann, H., & Piggott, T. (2021). “AI’s gonna have an impact on everything in society, so it has to have an impact on public health”: a fundamental qualitative descriptive study of the implications of artificial intelligence for public health. BMC Public Health, 21. https://doi.org/10.1186/s12889-020-10030-x.
Nakazawa, E., Udagawa, M., & Akabayashi, A. (2022). Does the Use of AI to Create Aca-demic Research Papers Undermine Re-searcher Originality? AI. https://doi.org/10.3390/ai3030040
Rashidi, H. H., Fennell, B. D., Albahra, S., Hu, B., & Gorbett, T. (2023). The ChatGPT co-nundrum: Human-generated scientific manuscripts misidentified as AI creations by AI text detection tool. Journal of Pa-thology Informatics, 14, 100342.
Scharth, M. (2022). The ChatGPT chatbot is blowing people away with its writing skills. An expert explains why it’s so im-pressive. The Conversation.
Shi, F. (2021). Using Technology-Based Tools in Ensuring Quality of Publishable Journal Articles: The Case of Chinese Undergrad-uate Research Writing Experience.
Education and Information Technologies, 26, 4203 - 4219. https://doi.org/10.1007/S10639-021-10444-Z
Spivakovsky, O., Omelchuk, S., Kobets, V., Valko, N., and Malchykova, S. (2023). In-stitutional policies on artificial intelli-gence in university learning, teaching and research. Information Technologies and Learning Tools, 97(5). https://doi.org/10.33407/itlt.v97i5.5395
Stock, L. (2023). ChatGPT is changing educa-tion, AI experts say–but how? DW.com-science-global issues. https://www.dw.com/en/chatgpt-is-changing-education-ai-experts-say-but-how/a-64454752
Stokel-Walker, C. (2022). AI bot ChatGPT writes smart essays-should academics worry?. Nature.
Taecharungroj, V. (2023). What can ChatGPT do?” Analyzing early reactions to the in-novative ai chatbot on twitter. Big Data Cogn. Comput. 2023, 7(1), 35; https://doi.org/10.3390/bdcc7010035
Watters, C., & Lemanski, M. K. (2023). Univer-sal skepticism of ChatGPT: a review of early literature on chat generative pre-trained transformer. Frontiers in Big Da-ta, 6. https://doi.org/10.3389/fdata.2023.1224976
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11742-4 Taecharungroj, V. (2023). What can ChatGPT do? Analyzing early reac-tions to the innovative AI chatbot on Twitter. Big Data and Cognitive Compu-ting, 7(1), 35. https://doi.org/10.3390/bdcc7010035
Downloads
Published
Issue
Section
License
Copyright (c) 2025 ROY DISCUTIDO
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
