The Transformative Impact of AI-Powered Writing Assistants in Education: A Comprehensive Systematic Literature Review.

Zhikai, Ding; Xin, Zhao; Wang, Weijun

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https://hdl.handle.net/2142/122810 Copy

Description

Title

The Transformative Impact of AI-Powered Writing Assistants in Education: A Comprehensive Systematic Literature Review.

Author(s)

• Zhikai, Ding
• Xin, Zhao
• Wang, Weijun

Issue Date

2024-03-20

Keyword(s)

• AI writing assistant
• Systematic Literature Review
• AI-assisted Writing
• Generative AI
• AI for Education

Abstract

This article presents a systematic literature review of the impact of AI writing as-sistant tools on education over the past decade. Utilizing keyword searches in Scopus and Web of Science databases, we initially identified 1191 relevant doc-uments, ultimately narrowing it down to 112 for analysis. To discern prevailing research trends, these documents were categorized by geography, impact on writ-ing and research direction (Automated Writing Evaluation (AWE), Automated Writing Feedback (AWCF), and Automated text generation (ATG)). The results indicate that research in this field reached its peak in 2022-2023, marked by a sudden increase in ATG, particularly concerning ChatGPT. Leading scholars in the AI-writing fields are predominantly based in the United States and China. In terms of educational impact, the overall sentiment is positive, particularly with re-spect to the use of AWE and AWCF, which have proven effective in enhancing writing quality and efficiency. Notably, among all types of AI assistants, ATG has raised most ethical concerns, including issues related to data bias, privacy, and academic integrity. Future research should consider examining the impact of AI assistants on writing in non-academic contexts and addressing urgent issues surrounding the use of ATG in education.

Publisher

iSchools

Series/Report Name or Number

iConference 2024 Proceedings

Type of Resource

Other

Language

eng

Handle URL

https://hdl.handle.net/2142/122810

Copyright and License Information

Copyright 2024 is held by Ding Zhikai, Zhao Xin and Weijun Wang. Copyright permissions, when appropriate, must be obtained directly from the authors.

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