This article was originally published as: “Am I in Control of My Own Writing?”: Training Postgraduate Candidates in the Responsible Use of Generative Artificial Intelligence in Academic Writing
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Abstract
There is concern in higher education about the widespread use of generative artificial intelligence (GAI) tools in academic writing. Consequently, many institutions are creating policies to regulate their use. Despite these efforts, the use of GAI continues to expand. With free GAI tools readily available, the issue to be addressed is their ethical and responsible use. This study addresses this issue through the evaluation of a training intervention that integrated GAI tools to enhance postgraduate students’ academic writing skills. The research question addressed was: How does training and supporting postgraduate students in the responsible use of GAI tools impact their academic writing? The research design integrated formative, summative and reflective forms of evaluation. The study drew on Cultural Historical Activity Theory to analyse postgraduate students developing understandings of integrity in academic writing while using GAI tools. The study found that although initially impressed with GAI tools, participants became more critical over time. Drawing on insights from the study, a reconceptualisation of the role of GAI tools in postgraduate students’ academic writing across disciplines is proposed, and guidelines for responsible implementation are made, ultimately contributing to the ongoing discourse on the intersection of technology and education.
Authors
- Chris Winberg (Cape Peninsula University of Technology, South Africa)
- Penelope Engel-Hills (Cape Peninsula University of Technology, South Africa)
- Simon Lucas Winberg (University of Cape Town, South Africa)
Keywords
generative artificial intelligence, academic writing, activity theory, evaluation research
References
References not available for this article.
