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.
Downloads
References
Abdous, M. H. (2019). Influence of satisfaction and preparedness on online students' feelings of anxiety. The Internet and Higher Education, 41, 34-44. https://doi.org/10.1016/j.iheduc.2019.01.001
Aldana, J. J., Isea, J. y Colina, F. J. (2020). Estrés académico y trabajo de grado en licenciatura en educación. Telos, 22(1), 91-105. https://doi.org/10.36390/telos221.07
Andrade, E. (2016). Reflexiones en torno al concepto de alfabetización académica. Letras, 57(93) 63-80. http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S0459-12832015000200003
Antonietti, C., Cattaneo, A. y Amenduni, F. (2022). Can teachers’ digital competence influence technology acceptance in vocational education?. Computers in Human Behavior, 132. https://doi.org/10.1016/j.chb.2022.107266
Ávila Reyes, N., Navarro, F. y Tapia-Ladino, M. (2020). Identity, voice, and agency: Key concepts for an inclusive teaching of writing in the university. Education Policy Analysis Archives, 28. https://doi.org/10.14507/epaa.28.4722
Bartolomé, A. (2008). Entornos de aprendizaje mixto en educación superior. RIED-Revista Iberoamericana de Educación a Distancia, 11(1), 15-51. https://doi.org/10.5944/ried.1.11.955
Bharara, G. y Duncan, S. (2024). Preliminary development and validation of the positive school transition readiness survey (PSTRS). Psychology in the Schools, 61(3), 1217-1237. https://doi.org/10.1002/pits.23108
Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P. Chong, S W. y Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-023-00436-z
Camps Mundó, A. y Castelló Badia, M. (2013). La escritura académica en la universidad. Revista de Docencia Universitaria, 11(1), 17-36. https://doi.org/10.4995/redu.2013.5590
Carlino, P. (2003). Alfabetización académica: un cambio necesario, algunas alternativas posibles. Educere, 20, 409-420. http://www.redalyc.org/articulo.oa?id=35662008
Carlino, P. (2005). Escribir, leer y aprender en la universidad. Una introducción a la alfabetización académica. Fondo de Cultura Económica.
Cassany, D. (1991). Describir el escribir. Paidós.
Castelló, M., Iñesta, A. y Monereo, C. (2009). Hacia la escritura académica autorregulada: un estudio exploratorio conestudiantes posgraduados en un entorno de aprendizaje situado. Electronic Journal of Research in Educational Psychology, 9(3), 1107-1130. https://doi.org/10.25115/ejrep.v7i19.1336
Chan, C. K. Y. y Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00411-8
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of second language writing, 13(4), 313-335. https://doi.org/10.1016/j.jslw.2004.07.001
Choe, K. W., Jenifer, J. B., Rozek, C. S., Berman, M. G. y Beilock, S. L. (2019). Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making. Science advances, 5(11). https://doi.org/10.1126/sciadv.aay1062
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Delcker, J., Heil, J., Ifenthaler, D., Seufert, S. y Spirgi, L. (2024). First-year students AI-competence as a predictor for intended and de facto use of AI-tools for supporting learning processes in higher education. International Journal of Educational Technology in Higher Education, 21(1), 18. https://doi.org/10.1186/s41239-024-00452-7
Granić, A. (2022). Educational technology adoption: A systematic review. Education and Information Technologies, 27(7), 9725-9744. https://doi.org/10.1007/s10639-022-10951-7
Gómez-Diago, G. (2022). Perspectivas para abordar la inteligencia artificial en la enseñanza de periodismo. Una revisión de experiencias investigadoras y docentes. Revista latina de comunicación social, 80, 29-46. https://doi.org/10.4185/RLCS-2022-1542
Hayat, A. A., Keshavarzi, M. H., Zare, S., Bazrafcan, L., Rezaee, R., Faghihi, S. A., .Rezaee, R., Faghihi, A., Amini, M. y Kojuri, J. (2021). Challenges and opportunities from the COVID-19 pandemic in medical education: a qualitative study. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02682-z
Hernández-Navarro, F. (2014). Análisis de los géneros de escritura académica de acuerdo con la percepción de los estudiantes universitarios. Innovación Educativa, 14(65), 62-80. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-26732014000200005
Jan, S. U., Anwar, M. A. y Warraich, N. F. (2020). The relationship between emotional intelligence, library anxiety, and academic achievement among the university students. Journal of Librarianship and Information Science, 52(1), 237-248. https://doi.org/10.1177/0961000618790629
Kelly, S., Kaye, S. A. y Oviedo-Trespalacios, O. (2023). What factors contribute to the acceptance of artificial intelligence? A systematic review. Telematics and Informatics, 77. https://doi.org/10.1016/j.tele.2022.101925
Montolío, E. (Coord.). (2008). Manual de escritura académica. Ariel Lingüística.
Navarro, F. (2019). Aportes para una didáctica de la escritura académica basada en géneros discursivos. Documentação de Estudos em Lingüística Teórica e Aplicada, 35(2), 1-32. https://revistas.pucsp.br/index.php/delta/article/view/43184
Navarro, F. y Montes, S. (2021). Los desafíos de la escritura académica: concepciones y experiencias de estudiantes graduados en seis áreas de conocimiento. Onomázein, 54, 179-202. https://doi.org/10.7764/onomazein.54.05
Núñez-Peña, M. I., Guilera, G. y Suárez-Pellicioni, M. (2014). The Single-Item Math Anxiety scale (SIMA): An alternative way of measuring mathematical anxiety. Personality and Individual Differences, 60(sup), S75-S76. https://doi.org/10.1016/j.paid.2013.07.339
Olivares-Rodríguez, C., Valdés-León, G., Vidal-Sepúlveda, M. y Oyarzún-Yañez, R. (2023). Escritura de texto y producción de código limpio: dos realidades de un mismo proceso en estudiantes de ingeniería. Texto Livre: Linguagem e Tecnologia, 16, 1-19. https://doi.org/10.1590/1983-3652.2023.41439
Orozco-Messana, J., Martínez-Rubio, J. M. y Gonzálvez-Pons, A. M. (2020). Sustainable higher education development through technology enhanced learning. Sustainability, 12(9). https://doi.org/10.3390/su12093600
Panigrahi, R., Srivastava, P. R. y Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of literature. International Journal of Information Management, 43, 1-14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Pascoe, M. C., Hetrick, S. E. y Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International journal of adolescence and youth, 25(1), 104-112. https://doi.org/10.1080/02673843.2019.1596823
Putwain, D. W., Stockinger, K., von der Embse, N. P., Suldo, S. M. y Daumiller, M. (2021). Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs? Journal of School Psychology, 88, 47-67. https://doi.org/10.1016/j.jsp.2021.08.001
Putwain, D. W. (2007). Test anxiety in UK schoolchildren: Prevalence and demographic patterns. British Journal of Educational Psychology, 77(3), 579-593. https://doi.org/10.1348/000709906x161704
Romero González, A. y Álvarez Álvarez, M. (2020). La escritura académica de estudiantes universitarios de humanidades a partir de sus producciones. Estudio transversal. Revista Mexicana de Investigación Educativa, 25, 395-418. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662020000200395&lng=es&tlng=es
Selwyn, N. (2019). Should robots replace teachers?: AI and the future of education. John Wiley & Sons.
Šumak, B., Heričko, M. y Pušnik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in human behavior, 27(6), 2067-2077. https://doi.org/10.1016/j.chb.2011.08.005
Valdés-León, G. (2022). Análisis de errores y variables sociolingüísticas: cómo escriben los estudiantes de primer año de universidad. Onomázein, 58, 222-244. https://doi.org/10.7764/onomazein.58.12
Valdés-León, G. y Barrera, L. (2020). La reseña como puerta de entrada a los géneros académicos: un estudio de caso. Formación universitaria, 13(4), 119-128. http://dx.doi.org/10.4067/S0718-50062020000400119
Valdés-Léon, G., Molina Olivares, M. y González Riffo, J. (2022). Competencia comunicativa en educación superior: hacia una evaluación diagnóstica integral. Logos (La Serena), 32(1), 106-119. https://doi.org/10.15443/RL3207
Venkatesh, V. y Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision sciences, 39(2), 273-315. https://doi.org/10.1111/j.1540-5915.2008.00192.x
Vidal-Sepúlveda, M., Valdés-León, G. y Olivares-Rodríguez, C. (2021). Conceptual displacement: Web search as a learning experience. Espirales Revista Multidisciplinaria de investigación, 5(38), 1-16. https://doi.org/10.31876/er.v5i38.781
Vidal-Sepúlveda, M., Olivares-Rodríguez, C. y Valdés-León, G. (2021). Desarrollo de Competencias Transversales en la Formación de Ingenieros mediante evaluaciones cruzadas. Revista Internacional de Investigación en Ciencias Sociales, 17(1), 100-125. https://doi.org/10.18004/riics.2021.junio.100
Zawacki-Richter, O., Bai, J. Y., Lee, K., Slagter van Tryon, P. J. y Prinsloo, P. (2024). New advances in artificial intelligence applications in higher education?, International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00464-3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Romina Oyarzún Yáñez; María Nayra Rodríguez Rodríguez (Autor de Correspondencia)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
