RRL

In an era where applications like ChatGPT set records for the fastest-growing user base by demonstrating
unprecedented domain-independent expertise (Hu, 2023), the concept of “Generative Artificial
Intelligence” (GAI) emerges as a disruptor in the digital landscape (Dwivedi et al., 2023; Teubner et
al., 2023; Wessel et al., 2023). With capabilities to generate high-quality, contextually relevant content
almost indistinguishable from human-created work, discussions arise on whether this new technology
even holds early signs of artificial general intelligence (Bubeck et al., 2023; The Washington Post, 2022).

https://link.springer.com/article/10.1007/s12525-023-00680-1

Generative artificial intelligence (AI) refers to algorithms, such as ChatGPT, that have the capacity to
create diverse content, including audio, code, images, text, simulations, and videos. This research
exploration and investigation discusses the transformative impact of recent breakthroughs in generative
AI, highlighting the potential to revolutionize content creation across various domains.

https://jesit.springeropen.com/articles/10.1186/s43067-024-00145-1

Challenge: GenAI can be used for malicious purposes, such as the creation of deepfakes for identity theft
or misinformation.

Solution: Establishing ethical governance structures, guidelines, and regulations to guide the responsible
development and deployment of GenAI.

Balancing the potential benefits of generative AI with the demand for responsible development and
deployment is essential. Ethical considerations, transparency, and ongoing research will play major roles
in maximizing the positive impact of generative AI while minimizing risks.

https://link.springer.com/article/10.1007/s11042-024-20016-1#Sec47

In addition, AI’s role in knowledge-based technologies (e.g., semantic computing and gender
classification through natural language processing) underscores its capability to discern nuanced
emotional and conceptual aspects of communication, facilitating a deeper understanding of consumer
needs and behaviors across various platforms (Mukherjee & Bala, 2017; Poria et al., 2014).

Indeed, past research strongly emphasizes that despite some challenges for educators, AI also presents
many opportunities for the education industry, benefiting both teachers’ and students’ personal and
professional development through a multitude of opportunities (Nguyen et al., 2023).

This suggests that learners can build AI knowledge by interacting with their environment and hands-on
learning experiences. Students can simulate real-world digital marketing situations, enhancing their
understanding through active participation, leading to practical and ethical skills development. The
active learning proposed in our study focuses on the range of benefits that students can gain from AI
tools while minimizing the risks and ethical considerations.

https://journals.sagepub.com/doi/10.1177/02734753241288876?icid=int.sj-full-text.citing-articles.13

Therefore, this study explored and examined students' perceptions and experiences about GenAI-
assisted academic writing by conducting in-depth interviews with 20 Chinese students in higher
education after completing academic writing tasks using a ChatGPT4-embedded writing system
developed by the research team. The study found that students expected AI to serve multiple roles,
including multi-tasking writing assistant, virtual tutor, and digital peer to support multifaceted writing
processes and performance. Students perceived that GenAI-assisted writing could benefit them in three
areas including the writing process, performance, and their affective domain. Meanwhile, they also
identified AI-related, student-related, and task-related challenges that were experienced during the
GenAI-assisted writing activity. These findings contribute to a more nuanced understanding of GenAI's
impact on academic writing that is inclusive of student perspectives, offering implications for educational
AI design and instructional design.

This process can be even more challenging for English as a second language (ESL) students who often
face language barriers. Yet, educators generally have insufficient time to offer personalized instruction
and formative feedback, preventing students from having sufficient opportunities to practice writing and
incorporate feedback to improve their writing experience (Aldabbus & Almansouri, 2022; Gupta et
al., 2022).

Pertaining to such challenges, generative artificial intelligence (GenAI)-powered writing tools have
emerged to support students in their academic writing process and enhance ESL learners’ writing skills.
GenAI refers to intelligent algorithms that can interact with users through natural language exchanges
(conversations) to generate new content, refine responses to meet users’ needs and simulate human
intelligence (Choudhurri, 2023; Ng et al., 2021). For instance, GenAI writing systems offer continuous
support during different stages of the academic writing process, from ideation (e.g., generating possible
research questions and ideas) to editing and proofreading (e.g., offering correction, grammar checking,
and proofreading) (Dale & Viethen, 2021; Rowland, 2023).

Despite its many benefits, there are still challenges and concerns associated with using GenAI for
academic writing tasks, including data privacy, intellectual property, students’ over-reliance on
automated tools, and plagiarism (Lund & Wang, 2023; Ray, 2023; Tlili et al., 2023). Further, GenAI has
been widely reported to hallucinate content or provide incorrect guidance, which refers to when a GenAI
tool generates inaccurate responses that seem realistic (Alkaissi & McFarlane, 2023). This can lead to
users being unsure of how to use GenAI due to doubts related to its accuracy and, in turn, feelings that
GenAI may not be a helpful resource (Choudhuri et al., 2023)

To address this challenge, AI can serve as a proofreader and support students in ensuring that their
grammar and spelling are correct so that they can submit a polished final product (Malik et al., 2023).

Additionally, an AI-based chatbot could be utilized to support outline creation for a writing task.
According to Lin & Chang (2020), AI support enhances writing structure and promotes an enjoyable
learning experience. Besides, the chatbot's questioning and prompting helped students become more
critical of their writing, creating a space where students could pause and reflect on their work, leading to
improved self-regulation (Lin & Chang, 2020). While such research describes the rich use cases for the
application of AI for academic writing, they do not solicit in-depth student perspectives to gain the
necessary insight to optimize the use of this technology by learners and are mostly limited to close-
ended survey items such as “I've used AI-generated essay outlines to efficiently arrange my ideas before
writing” (Malik et al., 2023).
Many instructors who have been exposed to GenAI express that they believe it can enhance equity in
academic writing for those who struggle with written communication (i.e., those with disabilities or ESL
students) because it can act as a writing resource (Cardon et al., 2023)

https://link.springer.com/article/10.1007/s10639-024-12878-7