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arXiv · 2302.04536

Better by you, better than me, chatgpt3 as writing assistance in students essays

Zeljana Basic·Ana Banovac·Ivana Kruzic·Ivan Jerkovic
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Abstract

Aim: To compare students' essay writing performance with or without employing ChatGPT-3 as a writing assistant tool. Materials and methods: Eighteen students participated in the study (nine in control and nine in the experimental group that used ChatGPT-3). We scored essay elements with grades (A-D) and corresponding numerical values (4-1). We compared essay scores to students' GPTs, writing time, authenticity, and content similarity. Results: Average grade was C for both groups; for control (2.39, SD=0.71) and for experimental (2.00, SD=0.73). None of the predictors affected essay scores: group (P=0.184), writing duration (P=0.669), module (P=0.388), and GPA (P=0.532). The text unauthenticity was slightly higher in the experimental group (11.87%, SD=13.45 to 9.96%, SD=9.81%), but the similarity among essays was generally low in the overall sample (the Jaccard similarity index ranging from 0 to 0.054). In the experimental group, AI classifier recognized more potential AI-generated texts. Conclusions: This study found no evidence that using GPT as a writing tool improves essay quality since the control group outperformed the experimental group in most parameters.

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Zeljana Basic, Ana Banovac, Ivana Kruzic, Ivan Jerkovic. 2023-02-09. Better by you, better than me, chatgpt3 as writing assistance in students essays. https://doi.org/10.1057/s41599-023-02269-7

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