Enhancing Academic Writing in Higher Education: The Impact of ChatGPT and Quillbot in AI-Driven Project-Based Learning
This study aims to investigate the role of ChatGPT and Quillbot in improving students’ scientific writing abilities within a project-based learning (PjBL) framework.
A preliminary study found that many students struggled with clarity, analytical precision, and organization in academic writing. These challenges reflect broader literacy issues in Indonesia, which are shaped by limited exposure to structured writing, an emphasis on rote learning, and the predominance of non-English discourse. AI tools, such as ChatGPT and Quillbot, can support improvements in coherence and structure; however, their use should be balanced to avoid overreliance and to foster independent thinking and writing skills.
A mixed-methods approach with an explanatory design model was employed. Participants were undergraduate students from the guidance and counseling study program, all enrolled in the same scientific writing course, drawn from three private universities in West Java, Indonesia. The sample consisted of four experimental and four control classes, totaling 160 students (20 per class). Data collection involved both test and non-test instruments. Non-test data were obtained through interviews and Likert-scale questionnaires to assess students’ experiences, while academic writing ability was evaluated through final project assessments.
This study expands the body of knowledge by demonstrating how integrating ChatGPT and Quillbot within a PjBL framework enhances students’ academic writing skills, improves engagement, and highlights both the benefits and challenges of AI-assisted learning.
The study findings revealed a significant difference in academic writing scores between the experimental and control groups. These results indicate that PjBL, supported by ChatGPT and Quillbot, significantly enhances students’ ability to report on structured mini-research and improve their academic writing.
Practitioners should integrate AI tools like ChatGPT and Quillbot within a structured PjBL framework to enhance students’ academic writing skills while emphasizing critical evaluation to address concerns about credibility and over-reliance on AI tools.
Future researchers should examine how AI-assisted writing tools impact students’ ability to develop research frameworks and conduct literature reviews over extended periods, as well as investigate strategies to enhance students’ critical evaluation of AI-generated content to address credibility concerns.
This study suggests that integrating AI-assisted tools in education can enhance academic writing proficiency, promote digital literacy, and improve accessibility, ultimately preparing students for a technologically evolving society.
Future research should investigate the long-term impact of AI-assisted writing tools on students’ critical thinking, originality, and independent writing across diverse academic disciplines.
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