Exploring the Difference and Quality of AI-Generated versus Human-Written Texts
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| Title: | Exploring the Difference and Quality of AI-Generated versus Human-Written Texts |
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| Language: | English |
| Authors: | Karin Tengler, Gerhard Brandhofer |
| Source: | Discover Education. 2025 4. |
| 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: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Man Machine Systems, Natural Language Processing, Writing (Composition), Content Area Writing, Sciences, Preservice Teachers, Writing Ability, Comparative Analysis, Logical Thinking, Language Fluency |
| DOI: | 10.1007/s44217-025-00529-z |
| ISSN: | 2731-5525 |
| Abstract: | Generative Artificial Intelligence (GenAI) models have grown increasingly popular among pre-service teachers (PSTs) and have become their constant companions, primarily assisting them in scientific writing. This article presents a study that investigates the differences and benefits of GenAI in the scientific writing process. Essays generated by GenAI were compared with those written by pre-service teachers (N = 39). The results of the criticism-led evaluation demonstrate that AI-generated texts perform significantly better, particularly in logic and fluency. In addition, most PSTs perceive generative AI beneficial in various phases of the writing process. The findings highlight the potential of GenAI as a useful tool in higher education, but also raise questions regarding academic integrity and critical thinking. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471141 |
| Database: | ERIC |
| Abstract: | Generative Artificial Intelligence (GenAI) models have grown increasingly popular among pre-service teachers (PSTs) and have become their constant companions, primarily assisting them in scientific writing. This article presents a study that investigates the differences and benefits of GenAI in the scientific writing process. Essays generated by GenAI were compared with those written by pre-service teachers (N = 39). The results of the criticism-led evaluation demonstrate that AI-generated texts perform significantly better, particularly in logic and fluency. In addition, most PSTs perceive generative AI beneficial in various phases of the writing process. The findings highlight the potential of GenAI as a useful tool in higher education, but also raise questions regarding academic integrity and critical thinking. |
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| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-025-00529-z |
