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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| Vydáno v: | Education Sciences vol. 15, no. 10 (2025), p. 1396-1412 |
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| Hlavní autor: | |
| Další autoři: | , , , , |
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| On-line přístup: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 001 | 3265872210 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15101396 |2 doi | |
| 035 | |a 3265872210 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Urzúa Claudio Andrés Cerón |u Department of Educational Foundations, Faculty of Educational Sciences, Universidad Católica del Maule, Talca 3460000, Chile; cceron@ucm.cl | |
| 245 | 1 | |a Effects of AI-Assisted Feedback via Generative Chat on Academic Writing in Higher Education Students: A Systematic Review of the Literature | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Review | ||
| 520 | 3 | |a 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. | |
| 653 | |a Chatbots | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Neural networks | ||
| 653 | |a Learning | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Indexing | ||
| 653 | |a Educational Research | ||
| 653 | |a Information Retrieval | ||
| 653 | |a Creative Thinking | ||
| 653 | |a Learning Processes | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Authors | ||
| 653 | |a Databases | ||
| 653 | |a Search Strategies | ||
| 653 | |a Coding | ||
| 653 | |a Natural Language Processing | ||
| 653 | |a Information Seeking | ||
| 653 | |a Grounded Theory | ||
| 653 | |a Formative Evaluation | ||
| 653 | |a Process Approach (Writing) | ||
| 653 | |a Student Writing Models | ||
| 653 | |a Language Processing | ||
| 653 | |a Information Processing | ||
| 653 | |a Database Management Systems | ||
| 653 | |a Linguistics | ||
| 653 | |a Higher Education | ||
| 653 | |a Scientific Literacy | ||
| 653 | |a Grammar | ||
| 700 | 1 | |a Ranjeeva, Ranjan |u Department of Educational Foundations, Faculty of Educational Sciences, Universidad Católica del Maule, Talca 3460000, Chile; cceron@ucm.cl | |
| 700 | 1 | |a Saavedra Eleazar Eduardo Méndez |u Faculty of Educational Sciences, Universidad Católica del Maule, Talca 3460000, Chile; eleazar.mendez@alu.ucm.cl | |
| 700 | 1 | |a Badilla-Quintana, María Graciela |u Department of Curriculum, Assessment, and Technologies in Education, Faculty of Education, Universidad Católica de la Santísima Concepción, Concepción 4090541, Chile; mgbadilla@ucsc.cl | |
| 700 | 1 | |a Lepe-Martínez, Nancy |u Department of Diversity and Educational Inclusion, Faculty of Educational Sciences, Universidad Católica del Maule, Talca 3460000, Chile; nlepe@ucm.cl | |
| 700 | 1 | |a Philominraj, Andrew |u Department of Languages, Faculty of Educational Sciences, Universidad Católica del Maule, Talca 3460000, Chile; andrew@ucm.cl | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 10 (2025), p. 1396-1412 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3265872210/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3265872210/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3265872210/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |