Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial

Abstract

A major challenge in educational technology integration is to engage students with different affective characteristics. Also, how technology shapes attitude and learning behavior is still lacking. Findings from educational psychology and learning sciences have gained less traction in research. The present study was conducted to examine the efficacy of a group format of an Artificial Intelligence (AI) powered writing tool for English second postgraduate students in the English academic writing context. In the present study, (N ¼ 120) students were randomly allocated to either the equipped AI (n ¼ 60) or non-equipped AI (NEAI). The results of the parametric test of analyzing of covariance revealed that at post-intervention, students who participated in the AI intervention group demonstrated statistically significant improvement in the scores, of the behavioral engagement (Cohen's d ¼ .75, 95% CI [0.38, 1.12]), of the emotional engagement Cohen's d ¼ .82, 95% CI [0.45, 1.25], of the cognitive engagement, Cohen's d ¼ .39,95% CI [0.04, .76], of the self-efficacy for writing, Cohen's d ¼ .54, 95% CI [0.18, 0.91], of the positive emotions Cohen's d ¼ . 44, 95% CI [0.08, 0.80], and of the negative emotions, Cohen's d ¼ À.98, 95% CI [À1.36, À0.60], compared with NEAI. The results suggest that AI-powered writing tools could be an efficient tool to promote learning behavior and attitudinal technology acceptance through formative feedback and assessment for non-native postgraduate students in English academic writing.

Artificial Intelligence-Based Tools in Research Writing

“…AWE is capable of providing both formative and summative feedback to students (Foltz et al, 2013). AWCF is an effective tool to improve student research writing engagement (Nazari et al, 2021). Thus, AI-powered writing tools now play an increasingly valuable role in research writing (Zhang, 2020).…”

“…Apart from providing information about learning, AI applications can provide a thorough instructional practice and assist students in their research writing progress (Zawacki-Richter et al, 2019). Perhaps the most salient contribution of AI-powered writing tools are seen in assessment, feedback, tutoring and content generation for teachers and students (Nazari et al, 2021).…”

“…In recent years, AI-based tools for research writing are geared towards facilitating the process of conducting common research tasks (such as literature review and data visualization) as well as providing continuous feedback to authors in improving their writing and proof checking (such as similarity index and spelling checkers). In a randomized controlled trial on 120 postgraduate students, Nazari et al (2021) found that AI-based writing tools were able to improve the students' learning behaviour and attitudinal technology acceptance. The group with a specific focus on the tools were shown to produce better writing, as they are constantly given formative feedback.…”

Interactive Design Psychology and Artificial Intelligence-Based Innovative Exploration of Anglo-American Traumatic Narrative Literature

“…Nazari et al (2021) investigated the current situation of digital reading of teenagers and uncovered that the overall extracurricular reading time of students was decreasing, and the time spent on digital reading was increasing remarkably; the most favorite online activities of students were entertainment; reading habits of students had been reshaped by the current MI technology. The reading methods of people had been gradually changed into digital reading, and word-byword reading had been shifted into hypertext-based skimming (Nazari et al, 2021). Norqulovna et al (2021) studied the contents related to ID psychology, sociology, and technical science and explored human psychology and machine capability (Norqulovna et al, 2021).…”

“…For example, Banni et al (2019) analyzed the demand and usage of digital cultural resources of migrant workers based on QS and interviews, revealing their major digital readings as current political news, e-books, music, movies, entertainment, and sports ( Banni et al, 2019 ). Nazari et al (2021) investigated the current situation of digital reading of teenagers and uncovered that the overall extracurricular reading time of students was decreasing, and the time spent on digital reading was increasing remarkably; the most favorite online activities of students were entertainment; reading habits of students had been reshaped by the current MI technology. The reading methods of people had been gradually changed into digital reading, and word-by-word reading had been shifted into hypertext-based skimming ( Nazari et al, 2021 ).…”