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VOL. 1, ISSUE 2 (2025)
AI-Powered academic writing tools and their impact on student learning outcomes in higher education
Authors
Vivaan Mathur
Abstract
The rapid integration
of artificial intelligence (AI) into educational contexts has generated
considerable debate regarding its influence on student learning, academic
integrity, and pedagogical practices. This study examines the role of AI-based
writing and homework assistants in modern higher education, focusing on their
effects on student performance, learning engagement, and critical thinking
development. A mixed-methods approach was employed, combining quantitative
analysis of academic performance data from 342 undergraduate students across
three universities with qualitative interviews of 28 educators. Participants
were divided into three groups: AI-assisted learners (n=118), traditional
learners (n=112), and hybrid users (n=112). Data were collected over one
academic semester (16 weeks) using pre- and post-intervention assessments,
learning analytics, and semi-structured interviews. Statistical analysis
revealed that AI-assisted students demonstrated significantly higher assignment
completion rates (M=94.3%, SD=4.2) compared to traditional learners (M=87.6%,
SD=6.8; t(228)=8.42, p<0.001). However, AI users scored lower on original
critical thinking assessments (M=72.4, SD=8.9) versus non-users (M=78.1,
SD=7.3; t(228)=5.21, p<0.001). Regression analysis indicated that moderate
AI usage (≤3 hours/week) positively predicted learning outcomes (β=0.34,
p<0.01), while excessive usage (>6 hours/week) correlated negatively with
deep learning indicators (β=-0.28, p<0.01). Qualitative findings revealed
that educators expressed concerns about over-reliance and diminished writing
skill development, yet acknowledged AI tools' potential for scaffolding
learning and providing personalized feedback. This study contributes empirical
evidence regarding the dual nature of AI educational tools, demonstrating both
benefits for task completion and risks to cognitive development. Findings
suggest that structured, pedagogically-informed integration of AI assistants,
rather than unrestricted access, optimizes educational outcomes.
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Pages:5-11
How to cite this article:
Vivaan Mathur "AI-Powered academic writing tools and their impact on student learning outcomes in higher education". World Journal of Advanced Science, Vol 1, Issue 2, 2025, Pages 5-11
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