Lived Experienced of Graduate Students in Writing Their Academic Research Paper using Artificial Intelligence (AI) Tools

Leonardo Dorado

doi:10.35974/isc.v11i4.3494

Authors

Leonardo Dorado AUP

https://doi.org/10.35974/isc.v11i4.3494

Keywords:

AI Tools, Academic Writing, Thesis/Dissertation Writing

Abstract

This research investigates the utilization of AI tools in academic writing from the perspective of graduate students, focusing on their emotional experiences, challenges, and ethical concerns. The study utilizes phenomenological design, involving in-depth interviews with eight graduate students who have experience using some of the AI tools for writing during the process of writing their thesis or dissertation. The findings indicate that participants experiences different emotions such as excitement or positive emotions, negative emotion such as skepticism and distrust and mixed emotions were also evident due to apprehension of possible effects of diminishing critical thinking and ethical concerns. Technical issues, increased workload due to editing needs and financial burden due to expensive cost of subscription of AI tools add to the challenges faced by the participant in the study. Moreover, the ethical concerns regarding plagiarism, data privacy and the integrity of the generated content of AI tools were among the legitimate concerns of the participants. The results of this study contributes valuable insights to the impact of AI tools on academic writing, highlighting the importance of developing clear ethical guidelines and improving the functionality of AI tools to better support graduate students. These findings play are great role in the development of future policy, ethical and responsible utilization of AI tools in the academe.

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