Interaction with AI as a Form of Collaborative Learning: Al’s Impact on the Creation and Improvement of Student’s Academic Writing

Artificial Intelligence (AI) has gained significant attention in the field of education due to its potential to enhance learning experiences and collaboration, to increase of student’s motivation and engagement with learning (Pinkwart, 2016; Zhai et al., 2020). One of its prospective functions is an ability to provide immediate feedback and writing assistance to students to facilitate interactive and adaptive learning experiences (Ippolito et al., 2022; Geng & Razali, 2020). This functionality brings the use of generative artificial intelligence (GenAI) closer to the process of providing peer feedback in collaborative learning and makes it worthwhile to study it in the context of computer-supported collaborative learning (CSCL). However, it remains unclear how students interact with GenAI as a form of collaborative learning and whether this interaction helps them to improve their writing. To date, there are not many studies on the use of GenAI as a collaborative agent (Kim et al., 2022; Kim & Lee, 2023; Reitman et al., 2023). Moreover, as a new tool for students, it requires a more detailed and carefully planned process for its integration into the classroom to reduce the barriers of adopting GenAI and entering into interactions. Therefore, the proposed research is aimed to uncover how different aspects of student perception of GenAI are interrelated with readiness to use this technology in the learning process in terms of technology adoption. Also, this study set out to investigate the results of GenAI-student collaboration in terms of writing performance and gain further understanding of the student experience of participation in such activities.

Funding Source: Non-HK - Others^^