Writing in University with AI Support: Anxiety and Perceived Usefulness in Using Chat GPT
DOI:
https://doi.org/10.31637/epsir-2024-922Keywords:
artificial intelligence, higher education, anxiety, GPT, university writing, technological adaptation, perceived usefulness, teaching implicationsAbstract
Introduction: Artificial intelligence has permeated many of the most important areas of society, and one of them is higher education. However, little has been studied about the effects that the inclusion of this new technology can have in the university classroom and, in particular, on tertiary level writing. Methodology: This article has a dual objective: first, to compare the level of anxiety in a 'traditional' writing task with one that used GPT during its completion; second, to identify the perceived usefulness of GPT among university students as part of the technological adaptation process. Results: As part of the results, a higher level of anxiety is observed in the writing task that involved the use of Artificial Intelligence (AI), as well as a correlation between the level of anxiety and the perception of productivity offered by the use of GPT during writing. Discussions: The implications for university teaching are discussed. Conclusions: The need to create teaching methods that not only incorporate technology in the classroom but also take into account the emotional and cognitive effects that these can generate in students is highlighted.
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