Writing, creativity, and artificial intelligence. ChatGPT in the university context

 María Isabel Vicente-Yagüe-Jara, University of Murcia (Spain)

 Olivia López-Martínez, University of Murcia (Spain)

 Verónica Navarro-Navarro, University of Salamanca (Spain)

 Francisco Cuéllar-Santiago, Miguel Hernández University of Elche (Spain)

https://doi.org/10.3916/C77-2023-04

Keywords

Artificial intelligence, writing, language teaching, verbal creativity, ChatGPT, Large Language Models

Abstract

The main objective of the research is to study the creative potential of Artificial Intelligence (AI) for writing skills in an educational context. The research aims to provide evidence on the use of AI and contribute to its integration in the classroom as a support for the teaching-learning process. Two types of research designs were established: a descriptive and comparative non-experimental quantitative research, and a quasi-experimental pretest-posttest study. The sample consisted of 20 AI systems and 193 university students who were given Games 2 and 3 of the Spanish PIC-A test (“Creative Imagination Test for Adults”). The students repeated the games, assisted by ChatGPT, to compare the possible improvement of their productions. The findings reveal statistically significant differences between the AIs and the students in the indicators of fluency, flexibility, and narrative originality in Game 2. Furthermore, significant differences are found between students’ pre-test and post-test scores in fluency, flexibility, and narrative originality in Game 2 and in fluency in Game 3. Finally, the assistance provided by AI in writing tasks and verbal creativity is highlighted, and this should be considered in language teaching; in any case, AI cannot replace human intelligence and creativity.

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Fundref

The study was carried out within the framework of the R&D&I project “Creatividad verbal como dominio: diseño, validación y aplicación de una prueba fundamentada en la comprensión de textos” [“Verbal creativity as a domain: design, validation and application of a test based on text comprehension”] (PID2020-113731GB-I00), funded by MCIN/AEI/10.13039/501100011033. Modalities “Research Challenges” and “Knowledge Generation” (without ERDF funding). Interdisciplinary Research Group: Psicología Educativa y Didáctica de la Lengua, la Literatura y las Artes [Educational Psychology and Didactics of Language, Literature, and the Arts] (E042-08, University of Murcia).

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Technical information

Received: 27-02-2023

Revised: 31-03-2023

Accepted: 02-05-2023

OnlineFirst: 30-06-2023

Publication date: 01-10-2023

Article revision time: 32 days | Average time revision issue 77: 32 days

Article acceptance time: 64 days | Average time of acceptance issue 77: 76 days

Preprint editing time: 171 days | Average editing time preprint issue 77: 183 days

Article editing time: 216 days | Average editing time issue 77: 228 days

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