Fortalezas, desafíos y recomendaciones de la Inteligencia Artificial en la escritura académica universitaria: revisión sistemática
DOI:
https://doi.org/10.64492/xejrd221Palabras clave:
Educación superior, Escritura académica, Inteligencia artificial, Revisión sistemática, Tecnología educativaResumen
Introducción: En una era marcada por la inteligencia artificial, el desarrollo de la escritura académica universitaria, aunque se ve potenciado por esta tecnología, también enfrenta desafíos relevantes; la literatura existente da cuenta de estas experiencias y su revisión resulta necesaria para formular estrategias que optimicen el uso educativo de la IA. Objetivo: En este marco, el objetivo de la investigación fue realizar una revisión de literatura (2021–2024) sobre 100 publicaciones científicas relativas al uso de la inteligencia artificial en el desarrollo de la escritura académica. Método: Los estudios fueron extraídos de la base de datos Scopus, seleccionados conforme a la declaración PRISMA y analizados mediante un enfoque de análisis de contenido. Resultados: Los hallazgos evidencian un creciente interés por la temática, principalmente en revistas de cuartil 1 y 2, con predominio de estudios de enfoque cuantitativo, seguidos de revisiones de literatura; asimismo, una proporción significativa de las investigaciones se centra en las fortalezas del uso de la IA, seguida de las estrategias de implementación y, en menor medida, de los desafíos. Conclusiones: Se concluye que la inteligencia artificial impacta no solo en las habilidades comunicativas e investigativas del estudiantado, sino también en procesos metacognitivos y pedagógicos; sin embargo, se identifican riesgos relevantes, como la dependencia excesiva, el plagio, la posible pérdida de habilidades cognitivas y la inequidad en el acceso, lo que confirma que la integración de la IA en la escritura académica constituye un fenómeno complejo y multifacético que exige marcos éticos, pedagógicos y normativos claramente definidos.
Referencias
Abuyaman, O. (2023). Strengths and Weaknesses of ChatGPT Models for Scientific Writing About Medical Vitamin B12: Mixed Methods Study. JMIR Formative Research, 7, e49459. https://doi.org/10.2196/49459
Alberth, N. (2023). The use of ChatGPT in academic writing: A blessing or a curse in disguise? TEFLIN Journal, 34(2), 337–352. https://doi.org/10.15639/teflinjournal.v34i2/337-352
Alshami, A., Elsayed, M., Ali, E., Eltoukhy, A. E. E., & Zayed, T. (2023). Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions. Systems, 11(7), 351. https://doi.org/10.3390/systems11070351
Anghelescu, A., Ciobanu, I., Munteanu, C., Anghelescu, L. A. M., & Onose, G. (2023). ChatGPT: “To be or not to be” . . . in academic research. The human mind’s analytical rigor and capacity to discriminate between AI bots’ truths and hallucinations. Balneo and PRM Research Journal, 14(4), Artículo 614. https://doi.org/10.12680/balneo.2023.614
Babl, F. E., & Babl, M. P. (2023). Generative artificial intelligence: Can ChatGPT write a quality abstract? Emergency Medicine Australasia, 35(5), 809-811. https://doi.org/10.1111/1742-6723.14233
Bahammam, A. S., Trabelsi, K., Pandi-Perumal, S. R., & Jahrami, H. (2023). Adapting to the Impact of Artificial Intelligence in Scientific Writing: Balancing Benefits and Drawbacks while Developing Policies and Regulations. Journal Of Nature And Science Of Medicine, 6(3), 152-158. https://doi.org/10.4103/jnsm.jnsm_89_23
Bai, Y., Kosonocky, C. W., & Wang, J. Z. (2024). How our authors are using AI tools in manuscript writing. Patterns, 5(10), 101075. https://doi.org/10.1016/j.patter.2024.101075
Baldrich, K., & Domínguez-Oller, J. C. (2024). El uso de ChatGPT en la escritura académica: Un estudio de caso en educación. Pixel-Bit Revista de Medios y Educación, 71, 141-157. https://doi.org/10.12795/pixelbit.103527
Benites, F. (2023). Information retrieval and knowledge extraction for academic writing. En F. Benites, A. D. Benites, & C. M. Anson (Eds.), Scientific writing and publishing: A comprehensive guide (pp. 303–315). Springer. https://doi.org/10.1007/978-3-031-36033-6_19
Benites, F., Benites, A. D., & Anson, C. M. (2023). Automated text generation and summarization for academic writing. En F. Benites, A. D. Benites, & C. M. Anson (Eds.), Scientific writing and publishing: A comprehensive guide (pp. 279–301). Springer. https://doi.org/10.1007/978-3-031-36033-6_18
Bitzenbauer, A. (2023). La Inteligencia Artificial y su impacto en la alfabetización académica: una revisión sistemática. Educatio Siglo XXI, 42(3), 53–74. https://doi.org/10.6018/educatio.609591
Bozkurt, A. (2024). GenAI et al.: Cocreation, Authorship, Ownership, Academic Ethics and Integrity in a Time of Generative AI. Open Praxis, 16(1), 1-10. https://doi.org/10.55982/openpraxis.16.1.654
Buruk, O. (2023). Academic writing with GPT-3.5 (ChatGPT): Reflections on practices, efficacy and transparency. En Proceedings of the 26th International Academic Mindtrek Conference (Mindtrek ’23) (pp. 144–153). Association for Computing Machinery. https://doi.org/10.1145/3616961.3616992
Carobene, A., Padoan, A., Cabitza, F., Banfi, G., & Plebani, M. (2023). Rising adoption of artificial intelligence in scientific publishing: evaluating the role, risks, and ethical implications in paper drafting and review process. Clinical Chemistry And Laboratory Medicine (CCLM), 62(5), 835-843. https://doi.org/10.1515/cclm-2023-1136
Cascella, M., Montomoli, J., Bellini, V., Ottaiano, A., Santorsola, M., Perri, F., Sabbatino, F., Vittori, A., & Bignami, E. G. (2023). Writing the paper “Unveiling artificial intelligence: an insight into ethics and applications in anesthesia” implementing the large language model ChatGPT: a qualitative study. Journal Of Medical Artificial Intelligence, 6(9). https://doi.org/10.21037/jmai-23-13
Chauke, T. A., Mkhize, T. R., Methi, L., & Dlamini, N. (2024). Postgraduate Students’ Perceptions on the Benefits Associated with Artificial Intelligence Tools on Academic Success: In Case of ChatGPT AI tool. Journal Of Curriculum Studies Research, 6(1), 44-59. https://doi.org/10.46303/jcsr.2024.4
Chemaya, N., & Martin, D. (2024). Perceptions and detection of AI use in manuscript preparation for academic journals. PLoS ONE, 19(7), e0304807. https://doi.org/10.1371/journal.pone.0304807
Conijn, R., Kahr, P., & Snijders, C. (2023). The Effects of Explanations in Automated Essay Scoring Systems on Student Trust and Motivation. Journal Of Learning Analytics, 10(1), 37-53. https://doi.org/10.18608/jla.2023.7801
Cruz, S. M. C., Arredondo-Zela, S. O., & Grández-Ventura, L. M. (2024). Uso del ChatGPT y el rendimiento académico en estudiantes de una universidad privada. REVISTA EDUSER, 11(1), 29-37. https://revistas.ucv.edu.pe/index.php/eduser/article/view/2877
De Jesus, F. S., Ibarra, L. M., Villanueva, W., & Leyesa, M. (2024). ChatGPT as an Artificial Intelligence Learning Tool for Business Administration Students in Nueva Ecija, Philippines. International Journal Of Learning Teaching And Educational Research, 23(6), 348-372. https://doi.org/10.26803/ijlter.23.6.16
Del Giglio, A., & Da Costa, M. U. P. (2023). The use of artificial intelligence to improve the scientific writing of non-native english speakers. Revista Da Associação Médica Brasileira, 69(9). https://doi.org/10.1590/1806-9282.20230560
Desaire, H., Chua, A. E., Isom, M., Jarosova, R., & Hua, D. (2023). Distinguishing academic science writing from humans or ChatGPT with over 99% accuracy using off-the-shelf machine learning tools. Cell Reports Physical Science, 4(6), 101426. https://doi.org/10.1016/j.xcrp.2023.101426
Farhat, F., Sohail, S. S., & Madsen, D. Ø. (2023). How trustworthy is ChatGPT? The case of bibliometric analyses. Cogent Engineering, 10(1). https://doi.org/10.1080/23311916.2023.2222988
Fiorillo, L. (2024). Confronting the Demonization of AI Writing: Reevaluating Its Role in Upholding Scientific Integrity. Oral Oncology Reports, 100685. https://doi.org/10.1016/j.oor.2024.100685
Fontenelle-Tereshchuk, D. (2024). Academic writing and ChatGPT: Students transitioning into college in the shadow of the COVID-19 pandemic. Discover Education, 3(1). https://doi.org/10.1007/s44217-023-00076-5
Gandhi, A., & Gani, P. H. (2024). Would Lecturers Use AI-Based Software to Write Scientific Article? A Quantitative Approach in Indonesia. Ingénierie Des Systèmes D Information, 29(3), 941-950. https://doi.org/10.18280/isi.290314
Gao, C. A., Howard, F. M., Markov, N. S., Dyer, E. C., Ramesh, S., Luo, Y., & Pearson, A. T. (2023). Comparing scientific abstracts generated by ChatGPT to real abstracts with detectors and blinded human reviewers. Npj Digital Medicine, 6(1). https://doi.org/10.1038/s41746-023-00819-6
Gimeno-Ballester, V., & Trigo-Vicente, C. (2024). El rol de la inteligencia artificial en la publicación científica: perspectivas desde la farmacia hospitalaria. Farmacia Hospitalaria, 48(5), 246-251. https://doi.org/10.1016/j.farma.2024.06.002
Gralha, J. G., & Pimentel, A. S. (2024). Gotcha GPT: Ensuring the Integrity in Academic Writing. Journal Of Chemical Information And Modeling, 64(21), 8091-8097. https://doi.org/10.1021/acs.jcim.4c01203
Habibzadeh, F. (2023). GPTZero Performance in Identifying Artificial Intelligence-Generated Medical Texts: A Preliminary Study. Journal Of Korean Medical Science, 38(38), e319. https://doi.org/10.3346/jkms.2023.38.e319
Hegazy, H. Z., Gaber, S. A., Alkhateeb, I. A., Alqatam, M. A., Almughyirah, S. M., Mahgoub, Y. M., & Ali, H. A. (2024). Saudi Postgraduate Students` Ethical Commitment between Awareness and Application of Artificial Intelligence in Scientific Writing. International Journal Of Learning Teaching And Educational Research, 23(10), 583-598. https://doi.org/10.26803/ijlter.23.10.28
Hernández, R., & Mendoza, C. (2020). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. Mc Graw Hill Education. http://www.biblioteca.cij.gob.mx/archivos/materiales_de_consulta/drogas_de_abuso/articulos/sampierilasrutas.pdf
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://discovery.ucl.ac.uk/id/eprint/10139722/
Hryciw, B. N., Seely, A. J. E., & Kyeremanteng, K. (2023). Guiding principles and proposed classification system for the responsible adoption of artificial intelligence in scientific writing in medicine. Frontiers In Artificial Intelligence, 6. https://doi.org/10.3389/frai.2023.1283353
Hwang, S. I., Lim, J. S., Lee, R. W., Matsui, Y., Iguchi, T., Hiraki, T., & Ahn, H. (2023). Is ChatGPT a “Fire of Prometheus” for Non-Native English-Speaking Researchers in Academic Writing? Korean Journal Of Radiology, 24(10), 952. https://doi.org/10.3348/kjr.2023.0773
IGI Global. (2019). Artificial intelligence. En Dictionary of information science and technology (2nd ed.). https://www.igi-global.com/dictionary/artificial-intelligence/1511
Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464. https://doi.org/10.30935/cedtech/13605
Jarrah, A. M., Wardat, Y., & Fidalgo, P. (2023). Using ChatGPT in academic writing is (not) a form of plagiarism: What does the literature say? Online Journal Of Communication And Media Technologies, 13(4), e202346. https://doi.org/10.30935/ojcmt/13572
Johnston, H., Wells, R. F., Shanks, E. M., Boey, T., & Parsons, B. N. (2024). Student perspectives on the use of generative artificial intelligence technologies in higher education. International Journal For Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00149-4
Kacena, M. A., Plotkin, L. I., & Fehrenbacher, J. C. (2024). The Use of Artificial Intelligence in Writing Scientific Review Articles. Current Osteoporosis Reports, 22(1), 115-121. https://doi.org/10.1007/s11914-023-00852-0
Khalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Computer Methods And Programs In Biomedicine Update, 5, 100145. https://doi.org/10.1016/j.cmpbup.2024.100145
Khlaif, Z. N., Mousa, A., Hattab, M. K., Itmazi, J., Hassan, A. A., Sanmugam, M., & Ayyoub, A. (2023). The Potential and Concerns of Using AI in Scientific Research: ChatGPT Performance Evaluation. JMIR Medical Education, 9, e47049. https://doi.org/10.2196/47049
Kim, N. J., & Kim, M. K. (2022). Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing. Frontiers In Education, 7. https://doi.org/10.3389/feduc.2022.755914
Kim, T. W. (2023). Application of artificial intelligence chatbots, including ChatGPT, in education, scholarly work, programming, and content generation and its prospects: a narrative review. Journal Of Educational Evaluation For Health Professions, 20, 38. https://doi.org/10.3352/jeehp.2023.20.38
Kong, S., Lee, J. C., & Tsang, O. (2024). A pedagogical design for self-regulated learning in academic writing using text-based generative artificial intelligence tools: 6-P pedagogy of plan, prompt, preview, produce, peer-review, portfolio-tracking. Research And Practice In Technology Enhanced Learning, 19, 030. https://doi.org/10.58459/rptel.2024.19030
Kuleto, V., Gudei, S. C. D., Lianu, C., Lianu, C., Ilic, M. P., & Paun, D. (2019). Artificial Intelligence Potential in Higher Education Institutions Enhanced Learning Environment in Romania and Serbia. Romania, 58, 101139. https://www.academia.edu/download/110286331/pdf.pdf
Lee, P. Y., Salim, H., Abdullah, A., & Teo, C. H. (2023). Use of ChatGPT in medical research and scientific writing. Malaysian Family Physician, 18, 58. https://doi.org/10.51866/cm0006
Li, J., Zong, H., Wu, E., Wu, R., Peng, Z., Zhao, J., Yang, L., Xie, H., & Shen, B. (2024). Exploring the potential of artificial intelligence to enhance the writing of english academic papers by non-native english-speaking medical students - the educational application of ChatGPT. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05738-y
Liu, Z., Yao, Z., Li, F., & Luo, B. (2024). On the detectability of ChatGPT content: Benchmarking, methodology, and evaluation through the lens of academic writing. En Proceedings of the 2024 ACM SIGSAC Conference on Computer and Communications Security (pp. 2236–2250). Association for Computing Machinery. https://doi.org/10.1145/3658644.3670392
Livberber, T. (2023). Toward non-human-centered design: Designing an academic article with ChatGPT. El Profesional de la Información, 32(5), Artículo e320512. https://doi.org/10.3145/epi.2023.sep.12
Lozić, E., & Štular, B. (2023). Fluent but Not Factual: A Comparative Analysis of ChatGPT and Other AI Chatbots’ Proficiency and Originality in Scientific Writing for Humanities. Future Internet, 15(10), 336. https://doi.org/10.3390/fi15100336
Macdonald, C., Adeloye, D., Sheikh, A., & Rudan, I. (2023). Can ChatGPT draft a research article? An example of population-level vaccine effectiveness analysis. Journal Of Global Health, 13. https://doi.org/10.7189/jogh.13.01003
Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00295-9
Mahyoob, M., Algaraady, J., & Alblwi, A. (2023). Proposed Framework for Human-like Language Processing of ChatGPT in Academic Writing. International Journal Of Emerging Technologies In Learning (iJET), 18(14), 282-293. https://doi.org/10.3991/ijet.v18i14.41725
Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki, N. (2023). Exploring Artificial Intelligence in Academic Essay: Higher Education Student’s Perspective. International Journal Of Educational Research Open, 5, 100296. https://doi.org/10.1016/j.ijedro.2023.100296
Mann, S. P., Earp, B. D., Møller, N., Vynn, S., & Savulescu, J. (2023). AUTOGEN: A Personalized Large Language Model for Academic Enhancement—Ethics and Proof of Principle. The American Journal Of Bioethics, 23(10), 28-41. https://doi.org/10.1080/15265161.2023.2233356
Markowitz, D. M. (2024). From complexity to clarity: How AI enhances perceptions of scientists and the public’s understanding of science. PNAS Nexus, 3(9). https://doi.org/10.1093/pnasnexus/pgae387
Meyer, J. G., Urbanowicz, R. J., Martin, P. C. N., O’Connor, K., Li, R., Peng, P., Bright, T. J., Tatonetti, N., Won, K. J., Gonzalez-Hernandez, G., & Moore, J. H. (2023). ChatGPT and large language models in academia: opportunities and challenges. BioData Mining, 16(1). https://doi.org/10.1186/s13040-023-00339-9
Milton, C., Vidhya, L., & Thiruvengadam, G. (2024). Examing the Impact of AI-Powered Writing Tools on Independent Writing Skills of Health Science Graduates. Advanced Education, 12(25), 143-161. https://doi.org/10.20535/2410-8286.315068
Mondal, H., & Mondal, S. (2023). ChatGPT in academic writing: Maximizing its benefits and minimizing the risks. Indian Journal Of Ophthalmology, 71(12), 3600-3606. https://doi.org/10.4103/ijo.ijo_718_23
Morrison, F. M. M., Rezaei, N., Arero, A. G., Graklanov, V., Iritsyan, S., Ivanovska, M., Makuku, R., Marquez, L. P., Minakova, K., Mmema, L. P., Rzymski, P., & Zavolodko, G. (2023). Maintaining scientific integrity and high research standards against the backdrop of rising artificial intelligence use across fields. Journal Of Medical Artificial Intelligence, 6, 24. https://doi.org/10.21037/jmai-23-63
Muhaemin, N., Lusiana, E., & Khadijah, U. L. S. K. (2024). The correlation between students’ information literacy and the utilisation of AI text generator in completing academic studies. Record And Library Journal, 10(2), 319-330. https://doi.org/10.20473/rlj.v10-i2.2024.319-330
Nakazawa, E., Udagawa, M., & Akabayashi, A. (2022). Does the Use of AI to Create Academic Research Papers Undermine Researcher Originality? AI, 3(3), 702-706. https://doi.org/10.3390/ai3030040
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014
Nemt-Allah, M., Khalifa, W., Badawy, M., Elbably, Y., & Ibrahim, A. (2024). Validating the ChatGPT Usage Scale: psychometric properties and factor structures among postgraduate students. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01983-4
Nguyen, A., Hong, Y., Dang, B., & Huang, X. (2024a). Human-AI collaboration patterns in AI-assisted academic writing. Studies In Higher Education, 49(5), 847-864. https://doi.org/10.1080/03075079.2024.2323593
Nguyen, A., Ilesanmi, F., Dang, B., Vuorenmaa, E., & Järvelä, S. (2024b). Hybrid intelligence in academic writing: Examining self-regulated learning patterns in an AI-assisted writing task. En I. Bittencourt, A. Mitrovic, & L. C. Santos (Eds.), Artificial intelligence in education. Posters and late breaking results, workshops and tutorials, industry and innovation tracks, doctoral consortium, and demos (pp. 607–612). IOS Press. https://doi.org/10.3233/faia240198
Octaberlina, L. R., Muslimin, A. I., Chamidah, D., Surur, M., & Mustikawan, A. (2024). Exploring the impact of AI threats on originality and critical thinking in academic writing. Edelweiss Applied Science And Technology, 8(6), 8805-8814. https://doi.org/10.55214/25768484.v8i6.3878
Ou, A. W., Khuder, B., Franzetti, S., & Negretti, R. (2024a). Conceptualising and cultivating Critical GAI Literacy in doctoral academic writing. Journal Of Second Language Writing, 66, 101156. https://doi.org/10.1016/j.jslw.2024.101156
Ou, A. W., Stöhr, C., & Malmström, H. (2024b). Academic communication with AI-powered language tools in higher education: From a post-humanist perspective. System, 121, 103225. https://doi.org/10.1016/j.system.2024.103225
Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., & Mulrow, C. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://www.bmj.com/content/372/bmj.n71
Pividori, M., & Greene, C. S. (2024). A publishing infrastructure for Artificial Intelligence (AI)-assisted academic authoring. Journal Of The American Medical Informatics Association, 31(9), 2103-2113. https://doi.org/10.1093/jamia/ocae139
Quidwai, A., Li, C., & Dube, P. (2023). Beyond Black Box AI generated Plagiarism Detection: From Sentence to Document Level. Inward, 727-735. https://doi.org/10.18653/v1/2023.bea-1.58
Rababah, L. M., Rababah, M. A., & Al-Khawaldeh, N. N. (2024). Graduate Students’ ChatGPT Experience and Perspectives during Thesis Writing. International Journal Of Engineering Pedagogy (iJEP), 14(3), 22-35. https://doi.org/10.3991/ijep.v14i3.48395
Safrai, M., & Orwig, K. E. (2024). Utilizing artificial intelligence in academic writing: an in-depth evaluation of a scientific review on fertility preservation written by ChatGPT-4. Journal Of Assisted Reproduction And Genetics, 41(7), 1871-1880. https://doi.org/10.1007/s10815-024-03089-7
Salvagno, M., Taccone, F. S., & Gerli, A. G. (2023). Can artificial intelligence help for scientific writing? Critical Care, 27(1). https://doi.org/10.1186/s13054-023-04380-2
Sanosi, A. B. (2022). The Impact of Automated Written Corrective Feedback on EFL Learners’ Academic Writing Accuracy. Journal Of Teaching English For Specific And Academic Purposes, 301. https://doi.org/10.22190/jtesap2202301s
Santiago, C. S., Embang, S. I., Acanto, R. B., Ambojia, K. W. P., Aperocho, M. D. B., Balilo, B. B., Cahapin, E. L., Conlu, M. T. N., Lausa, S. M., Laput, E. Y., Malabag, B. A., Paderes, J. J., & Romasanta, J. K. N. (2023). Utilization of Writing Assistance Tools in Research in Selected Higher Learning Institutions in the Philippines: A Text Mining Analysis. International Journal Of Learning Teaching And Educational Research, 22(11), 259-284. https://doi.org/10.26803/ijlter.22.11.14
Sarfo, J. (2023). Artificial Intelligence Chatbot – ChatGPT and High-Tech Plagiarism Concerns in a Digital Age: Is Detection Possible? Journal of Advocacy, Research and Education, 10(2). https://doi.org/10.13187/jare.2023.2.55
Sharifzadeh, R. (2024). ChatGPT as Co-Author? AI and Research Ethics. Ethics in Progress, 15(1), 155-173. https://doi.org/10.14746/eip.2024.1.8
Silva, T. P., Ocampo, T. S. C., Alencar-Palha, C., Oliveira-Santos, C., Takeshita, W. M., & Oliveira, M. L. (2023). ChatGPT: a tool for scientific writing or a threat to integrity? British Journal Of Radiology, 96(1152). https://doi.org/10.1259/bjr.20230430
Strzelecki, A. (2024). Students’ Acceptance of ChatGPT in Higher Education: An Extended Unified Theory of Acceptance and Use of Technology. Innovative Higher Education, 49(2), 223-245. https://doi.org/10.1007/s10755-023-09686-1
Sword, H., Rudolph, j., Ismail, F., Tan, S., & Stanford, V. (2024).The oxymoronic pursuit of pleasurable academic writing. An interview with Helen Sword. Journal Of Applied Learning & Teaching, 7(2). https://doi.org/10.37074/jalt.2024.7.2.36
Taiye, M., High, C., Velander, J., Matar, K., Okmanis, R., & Milrad, M. (2024). Generative AI-enhanced academic writing: A stakeholder-centric approach for the design and development of CHAT4ISP-AI. En Proceedings of the 37th ACM/SIGAPP Symposium on Applied Computing (pp. 74–80). ACM. https://doi.org/10.1145/3605098.3636055
Taskiran, A., & Goksel, N. (2022). Automated Feedback and Teacher Feedback: Writing Achievement in Learning English as a Foreign Language at a Distance. Turkish Online Journal Of Distance Education, 23(2), 120-139. https://doi.org/10.17718/tojde.1096260
Tseng, Y., & Lin, Y. (2024). Enhancing English as a Foreign Language (EFL) Learners’ Writing with ChatGPT: A University-Level Course Design. The Electronic Journal Of e-Learning, 22(2), 78-97. https://doi.org/10.34190/ejel.21.5.3329
UNESCO. (2021). Recomendación sobre la ética de la inteligencia artificial. https://unesdoc.unesco.org/ark:/48223/pf0000381137
Utami, S. P. T., Andayani, A., Winarni, R., & Sumarwati, S. (2023). Utilization of artificial intelligence technology in an academic writing class: How do Indonesian students perceive? Contemporary Educational Technology, 15(4), ep450. https://doi.org/10.30935/cedtech/13419
Wang, J. T. H. (2023). Is the laboratory report dead? AI and ChatGPT. Microbiology Australia, 44(3), 144-148. https://doi.org/10.1071/ma23042
Wang, L., & Ren, B. (2024). Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong. Education Sciences, 14(12), 1329. https://doi.org/10.3390/educsci14121329
Williams, A. (2024). Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences. International Journal Of Educational Technology In Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00485-y
Williams, D. O., & Fadda, E. (2023). Can ChatGPT pass Glycobiology? Glycobiology, 33(8), 606-614. https://doi.org/10.1093/glycob/cwad064
Xiao, Y., & Smith, J. (2024). AI chatbots in higher education: Enhancing teacher efficiency and personalized feedback. Information, 16(3), 235. https://doi.org/10.3390/info16030235
Yeadon, W., Agra, E., Inyang, O., Mackay, P., & Mizouri, A. (2024). Evaluating AI and Human Authorship Quality in Academic Writing through Physics Essays. European Journal Of Physics, 45(5), 055703. https://doi.org/10.1088/1361-6404/ad669d
Zashikhina, I. M. (2023). Scientific article writing: Will ChatGPT help? Vysshee Obrazovanie V Rossii = Higher Education In Russia, 32(8-9), 24-47. https://doi.org/10.31992/0869-3617-2023-32-8-9-24-47
Publicado
Número
Sección
Licencia
Derechos de autor 2025 HOMERO
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
