Leveraging Google Gemini as a Research Writing Tool in Higher Education
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| Title: | Leveraging Google Gemini as a Research Writing Tool in Higher Education |
|---|---|
| Language: | English |
| Authors: | Jessie S. Barrot (ORCID |
| Source: | Technology, Knowledge and Learning. 2025 30(1):593-600. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Computer Software, Computer Uses in Education, Educational Research, Research Tools, Writing (Composition), Higher Education, Automation, Student Research, College Students, Technology Integration, Decision Making |
| DOI: | 10.1007/s10758-024-09774-x |
| ISSN: | 2211-1662 2211-1670 |
| Abstract: | Significant advancements in artificial intelligence (AI) technologies have led to the development of Google Gemini, which can be used to provide automated writing assistance. Within higher education, this feature extends to research writing. However, skepticism is particularly evident as students, teachers, and researchers in universities explore the tool for this purpose. Thus, it is critical to shed light on the integration of Gemini as a research writing tool, its relevance for teaching and learning, and its associated challenges. The goal is to establish a foundation for robust discussions and informed decision-making regarding the adoption of such AI tools in academic contexts. Implications for practice, policy, and future studies are also offered. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463050 |
| Database: | ERIC |
| Abstract: | Significant advancements in artificial intelligence (AI) technologies have led to the development of Google Gemini, which can be used to provide automated writing assistance. Within higher education, this feature extends to research writing. However, skepticism is particularly evident as students, teachers, and researchers in universities explore the tool for this purpose. Thus, it is critical to shed light on the integration of Gemini as a research writing tool, its relevance for teaching and learning, and its associated challenges. The goal is to establish a foundation for robust discussions and informed decision-making regarding the adoption of such AI tools in academic contexts. Implications for practice, policy, and future studies are also offered. |
|---|---|
| ISSN: | 2211-1662 2211-1670 |
| DOI: | 10.1007/s10758-024-09774-x |
