Research project Writing is a fundamental aspect of communication and expression. The introduction of language tools based on artificial intelligence for producing and editing text will likely change how we view and approach writing in and outside education. AI-powered language tools open up new possibilities for writing processes and practices, while also raising questions about the cognitive processes involved in writing, the impact on writing education, and the relationship between writers and technologies.
This research project investigates the impact of AI language tools, like ChatGPT, on writing processes among 13-15 year-olds in secondary education over 4 years. It explores AI’s influence on writing practices, the writer-technology relationship, and processes like idea generation and revision. The study employs a mixed-methods approach, aiming to enhance writing education through AI integration.
Victoria Johansson, Eva Lindgren, Åsa Wengelin, Carina Hermansson
Image[Fotograf saknas]Writing is a fundamental aspect of communication and expression, and the rapid introduction of more accessible use of language tools based on artificial intelligence (henceforth AI) for producing and editing text, e.g. ChatGPT, will likely change how we view, discuss and approach writing in and outside education. The advent of AI-powered language tools has opened up new possibilities for writing processes and practices, while also raising questions about the cognitive processes involved in writing, the impact on writing education, and the relationship between writers and technologies.
This research project aims to investigate the impact of AI language tools, such as ChatGPT, on writing processes and practices among 13–15 year-olds in lower secondary education over a 4-year period. In addition to mapping what AI tools are used by students and teachers for writing, the study will address three primary research questions:
The study is pragmatic and multidisciplinary in character and will be underpinned by linguistic, cognitive, socio-cultural and post-human theories. We will employ a mixed-methods approach, including quasi-experimental approaches, text analysis, observations, and interviews with educators
