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Effects of AI-Assisted Feedback via Generative Chat on Academic Writing in Higher Education Students: A Systematic Review of the Literature

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Publicado en:Education Sciences vol. 15, no. 10 (2025), p. 1396-1412
Autor principal: Urzúa Claudio Andrés Cerón
Otros Autores: Ranjeeva, Ranjan, Saavedra Eleazar Eduardo Méndez, Badilla-Quintana, María Graciela, Lepe-Martínez, Nancy, Philominraj, Andrew
Publicado:
MDPI AG
Materias:
Chatbots
Artificial intelligence
Neural networks
Learning
Literature Reviews
Indexing
Educational Research
Information Retrieval
Creative Thinking
Learning Processes
Cognitive Processes
Authors
Databases
Search Strategies
Coding
Natural Language Processing
Information Seeking
Grounded Theory
Formative Evaluation
Process Approach (Writing)
Student Writing Models
Language Processing
Information Processing
Database Management Systems
Linguistics
Higher Education
Scientific Literacy
Grammar
Acceso en línea:Citation/Abstract
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Resumen:The use of generative chat in education has become widespread over the last four years, raising many questions about its use and the effects of AI on learning. The aim of the current systematic review is to analyze the main effects of feedback through the use of generative chat on the production of academic texts by university students. This research is defined as a systematic review of the literature according to the guidelines of the PRISMA statement. The search was conducted in three international important databases (Scopus, Eric, and WoS), from which 12 articles were selected. The results highlighted that there are positive effects on university students’ writing when generative chat is used as a means of providing feedback. Among the main results, it was observed that feedback via chat helps to improve aspects mainly associated with the structure and organization of texts, allows for the proper use of grammatical conventions, and improves the fluency and cohesion of sentences, as well as the precision of ideas and vocabulary. In addition, other benefits were observed in the review, such as improved self-efficacy, self-regulation, proactivity, motivation, and reflection on writing, which promotes critical thinking about the text but also about AI, reducing anxiety and stress.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15101396
Fuente:Education Database