Presentation Type
Poster
Number of Presenters
1
College or University
Lyon College
Department
Department of Psychology
Faculty Mentor
stephanie.saunders@lyon.edu
Student Level
Undergraduate student(s)
Abstract
Over the past decade, educational technology has drastically evolved. Generative artificial intelligence chatbots such as ChatGPT, developed by OpenAI, have recently become popular resources for students seeking academic support. While articles discuss whether students should use generative AI, little research exists on how students engage with it in academic settings. This study analyzes student interactions with ChatGPT, where participants enrolled in College English were tasked with writing a one-page essay. This decision aimed at providing a diverse range of students from different disciplines and skill sets, rather than a large group of English majors in a higher-level course. Without specific guidance, students were instructed to use AI to assist in essay development. Researchers collected and analyzed data across multiple dimensions, including the total number of prompts and types of requests, such as brainstorming, outlining, and information research. Essays were evaluated using Natural Language Processing for grammar, organization, and vocabulary level, and the data was examined to determine whether ChatGPT's use reliably impacted essay quality. Understanding how ChatGPT supports students in developing writing skills and engaging with generative AI can guide future education on chatbots like ChatGPT, encouraging thoughtful exploration of how such technologies can be used ethically, responsibly, and effectively in academic settings. The findings of this research will also shed light on students' prior knowledge of artificial intelligence, showing how, without instruction, students interact with ChatGPT and use the resources to the fullest extent they know, such as outline development, language enhancement, sentence structuring, and source searching.
Recommended Citation
Young, Hannah K., "Students’ Use of ChatGPT as a Writing Tool" (2025). Arkansas Liberal Arts and Humanities Day. 9.
https://arch.astate.edu/humanities-day/2025/2025/9
Students’ Use of ChatGPT as a Writing Tool
Over the past decade, educational technology has drastically evolved. Generative artificial intelligence chatbots such as ChatGPT, developed by OpenAI, have recently become popular resources for students seeking academic support. While articles discuss whether students should use generative AI, little research exists on how students engage with it in academic settings. This study analyzes student interactions with ChatGPT, where participants enrolled in College English were tasked with writing a one-page essay. This decision aimed at providing a diverse range of students from different disciplines and skill sets, rather than a large group of English majors in a higher-level course. Without specific guidance, students were instructed to use AI to assist in essay development. Researchers collected and analyzed data across multiple dimensions, including the total number of prompts and types of requests, such as brainstorming, outlining, and information research. Essays were evaluated using Natural Language Processing for grammar, organization, and vocabulary level, and the data was examined to determine whether ChatGPT's use reliably impacted essay quality. Understanding how ChatGPT supports students in developing writing skills and engaging with generative AI can guide future education on chatbots like ChatGPT, encouraging thoughtful exploration of how such technologies can be used ethically, responsibly, and effectively in academic settings. The findings of this research will also shed light on students' prior knowledge of artificial intelligence, showing how, without instruction, students interact with ChatGPT and use the resources to the fullest extent they know, such as outline development, language enhancement, sentence structuring, and source searching.
