AI Integration in Academic Writing

Kafrelsheikh University

Status: Not yet enrolling

Conditions: Qualitative Research; Artificial Intelligence (AI)

Study type: Observational

Funder types: Other

Identifiers

NCT06732947

KFSIRB200-434

Details and patient eligibility

About

This study aims to explore the effect of AI use on different aspects of writing qualitative research papers by physical therapy students. By examining how AI tools influence various elements of the writing process, such as structure, clarity, knowledge presentation, and critical thinking, this research aims to provide insights into the benefits and potential drawbacks of AI integration in academic assignments. By recognizing the significance of this research, contribute to understanding how AI can be effectively utilized to enhance the educational experience and improve the writing skills of physical therapy students.

Full description

This study aims to explore the effect of AI use on different aspects of writing qualitative research papers by physical therapy students. By examining how AI tools influence various elements of the writing process, such as structure, clarity, knowledge presentation, and critical thinking, this research aims to provide insights into the benefits and potential drawbacks of AI integration in academic assignments. By recognizing the significance of this research, contribute to understanding how AI can be effectively utilized to enhance the educational experience and improve the writing skills of physical therapy students.

This study explores how AI can enhance academic writing and analysis in physical therapy education, focusing on how AI tools may support researchers in qualitative work.

This project is significant as it addresses several key benefits and challenges of AI integration in academic writing for qualitative research within physical therapy education:

1. Enhancing academic writing skills and motivation: Quantitative analysis reveals significant improvements in both writing skills and motivation among students who received AI-assisted instruction compared to the control group. The experimental group demonstrates enhanced proficiency in various aspects of writing, including organization, coherence, grammar, and vocabulary.
2. The importance of transparency:The study provides an understanding of the current landscape of declaring the use of generative AI tools by authors in nursing journals. Future studies could examine the implications of such disclosure on reader perception and the evaluation of research quality. This would help shed light on the effectiveness of disclosure in enhancing transparency and trust in academic writing. Furthermore, developing guidelines or best practices for the appropriate declaration of generative AI usage by authors and reviewers would be beneficial in ensuring consistent and responsible implementation of AI technologies in scholarly research.
3. Promising Perspectives and Valid Concerns: The imminent dominant use of LLM technology including the widespread use of ChatGPT in health care education, research, and practice is inevitable. Considering the valid concerns raised regarding its potential misuse, appropriate guidelines and regulations are urgently needed with the engagement of all stakeholders involved to ensure the safe and responsible use of ChatGPT powers. The proactive embrace of LLM technologies with careful consideration of the possible ethical and legal issues can limit the potential future complications.
4. ethical consideration: concerns exist about plagiarism and ghostwriting, the unreliability of results, copyright issues, educational gaps due to technological advancement, and decreased learning ability. Educators are concerned about students' reliance on AI. Using ChatGPT to solve writing or computer coding assignments may hinder students' learning, and New York City public schools have blocked access to ChatGPT on campus.

Enrollment: 100 estimated patients

Sex: All

Ages: 20 to 22 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• university students between the ages of 20 and 22.

Exclusion criteria

• no exclusion criteria

Trial design

100 participants in 1 patient group

university students between age of 20 and 22