Rollenveränderungen bei der studentischen Textproduktion mit KI. Ergebnisse einer bundesweiten Studierendenbefragung
Since the release of ChatGPT, generative AI has significantly changed student academic writing and students’ role in the writing process. This article presents the results of a survey conducted in August/September 2023, including 3,997 evaluated questionnaires. The survey aimed at recording student...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | deu |
| Published: |
Aarhus University
2024-12-01
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| Series: | Hermes |
| Subjects: | |
| Online Access: | https://tidsskrift.dk/her/article/view/153161 |
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| Summary: | Since the release of ChatGPT, generative AI has significantly changed student academic writing and students’ role in the writing process. This article presents the results of a survey conducted in August/September 2023, including 3,997 evaluated questionnaires. The survey aimed at recording students’ use of text-generating AI tools for academic writing, specifically frequency of use, reasons for and against AI use, purposes of use, and attitudes towards AI use, as well as their wants and needs for support provided by university stakeholders. Based on the hypothesis that students’ existing writing competence influences their AI use, they were also asked to self-assess their writing competence, which was then correlated to other questions.
Key findings are that the majority of students tend to use AI writing tools on a rather regular and reflected basis, with a stronger awareness of weaknesses in content rather than regarding data protection, copyright, and ethical aspects. A minority of students do not use the tools at all or in an unreflected manner, such as generating complete texts. Students express a great need for clear regulations and information on how to use AI in academic writing. Correlations between writing competence and AI use and assessment can be observed consistently, but to a very limited extent, indicating that students with higher writing competence use AI in a slightly more reflected and targeted manner. The results can assist universities in developing support for students to learn a reflective approach to AI writing tools in academic writing.
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| ISSN: | 0904-1699 1903-1785 |