Artificial Intelligence as a tool for writing enhancement, as perceived by a researcher
In the ever-evolving world of education, the use of artificial intelligence (AI) as a tool to assist students in improving their writing skills is gaining traction. One researcher at the forefront of this study is Jennifer Meyer, an assistant professor at the University of Vienna in Austria.
Meyer's research, published in 2024, has shown promising results. In her experiment, students who received AI feedback after writing a draft of an essay produced stronger essays compared to those who were told to revise but didn't get help from AI. Interestingly, the students who had previously received AI feedback didn't necessarily write better on a second essay topic, suggesting that the benefits may be limited to specific tasks or contexts.
However, the long-term effects of multiple rounds of AI feedback on a student's writing skills remain unclear. It's also uncertain how many rounds of AI feedback it would take to boost a student's writing skills more permanently. Meyer expresses concern about the potential impact of AI tools on very weak writers and young children who haven't developed basic writing skills.
Meyer's experiment did not compare AI essay feedback with human feedback. Nor did it directly compare the effectiveness of praise-free vs. praise-full AI feedback. The study on what motivates students to revise found that general praise can lead students to believe their work is already good enough, reducing their motivation to rewrite. This implies that the approach of AI feedback should be carefully considered to ensure it doesn't inadvertently undermine students' intrinsic motivation to improve.
Teachers have also expressed discomfort with the praise-free feedback approach, preferring a more traditional method that includes positive reinforcement. Meyer suggests a potential solution: students can use AI tools like ChatGPT to write a sample essay that meets their teacher's assignment and grading criteria, providing a starting point for their own work.
Despite these concerns, the use of AI as a writing coach offers a compelling opportunity. AI could provide immediate feedback targeted to each student's needs during the revision process, potentially making the learning process more efficient and effective. However, as with any tool, its implementation must be thoughtful and considerate of the unique needs and motivations of students.
In the absence of a specific female researcher studying the impact of AI on student writing, it's worth noting that Meyer's work is contributing significantly to our understanding of this topic. While her research doesn't mention Viviane, it's clear that Meyer is a leading voice in the conversation about AI and education.
In conclusion, while the use of AI as a writing coach holds promise, it's crucial to approach this technology with caution and a clear understanding of its potential impacts. As research continues, educators and students alike can look forward to a future where AI may help to bridge the gap in writing skills and foster a more inclusive and effective learning environment.
One thing is certain: plagiarism remains a breach of academic integrity. If students pretend it's their own work and submit it, that's cheating. The use of AI should never be used to circumvent the hard work of learning and writing. Instead, it should be seen as a tool to support and enhance that process.
