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The Effect of Artificial Intelligence-Supported Visualization Applications on Students' Writing Disposition in the Creative Writing Process

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Title: The Effect of Artificial Intelligence-Supported Visualization Applications on Students' Writing Disposition in the Creative Writing Process
Language: English
Authors: Alper Kaskaya (ORCID 0000-0002-6695-6422), Seyma Nur Ates (ORCID 0009-0007-7048-1857)
Source: Journal of Pedagogical Research. 2025 9(2):5-21.
Availability: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Creative Writing, Writing Processes, Elementary School Students, Comparative Analysis, Artificial Intelligence, Computer Software, Technology Integration, Writing Attitudes, Writing Instruction, Rating Scales, Grade 4, Student Attitudes, Student Improvement, Creative Thinking, Visual Aids, Cooperative Learning, Foreign Countries
Geographic Terms: Turkey
ISSN: 2602-3717
Abstract: This study aimed to investigate the effects of artificial intelligence (AI)-supported visualization applications on students' writing disposition during the creative writing process. An explanatory sequential design, a type of mixed methods approach, was adopted. In the quantitative phase, a quasiexperimental design with a pretest-posttest control group was employed, while the qualitative phase involved semi-structured interviews. The study group comprised 29 fourth-grade primary school students enrolled in the 2023-2024 academic year. Quantitative data were collected using the Writing Disposition Scale, and qualitative data were gathered through semi-structured interview forms. The findings indicated that AI-supported visualization applications had a positive impact on students' writing dispositions during the creative writing process. Students in the experimental group demonstrated significant improvements in the confidence, continuity, and passion dimensions of writing disposition, whereas the control group exhibited significant decreases in the confidence and passion dimensions. Qualitative results revealed that students experienced positive emotional engagement, enhanced cognitive development, and benefited from collaborative learning experiences. Furthermore, the use of visualization tools was found to stimulate creative thinking and enrich the writing process. These findings suggest that AI-supported visualization applications can serve as effective tools in writing instruction.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472656
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Alper+Kaskaya%22">Alper Kaskaya</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6695-6422">0000-0002-6695-6422</externalLink>)<br /><searchLink fieldCode="AR" term="%22Seyma+Nur+Ates%22">Seyma Nur Ates</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0007-7048-1857">0009-0007-7048-1857</externalLink>)
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  Data: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
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  Data: 17
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  Data: This study aimed to investigate the effects of artificial intelligence (AI)-supported visualization applications on students' writing disposition during the creative writing process. An explanatory sequential design, a type of mixed methods approach, was adopted. In the quantitative phase, a quasiexperimental design with a pretest-posttest control group was employed, while the qualitative phase involved semi-structured interviews. The study group comprised 29 fourth-grade primary school students enrolled in the 2023-2024 academic year. Quantitative data were collected using the Writing Disposition Scale, and qualitative data were gathered through semi-structured interview forms. The findings indicated that AI-supported visualization applications had a positive impact on students' writing dispositions during the creative writing process. Students in the experimental group demonstrated significant improvements in the confidence, continuity, and passion dimensions of writing disposition, whereas the control group exhibited significant decreases in the confidence and passion dimensions. Qualitative results revealed that students experienced positive emotional engagement, enhanced cognitive development, and benefited from collaborative learning experiences. Furthermore, the use of visualization tools was found to stimulate creative thinking and enrich the writing process. These findings suggest that AI-supported visualization applications can serve as effective tools in writing instruction.
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  Data: 2025
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  Data: EJ1472656
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      – Text: English
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        PageCount: 17
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      – SubjectFull: Creative Writing
        Type: general
      – SubjectFull: Writing Processes
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Writing Attitudes
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Rating Scales
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      – SubjectFull: Grade 4
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
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      – TitleFull: The Effect of Artificial Intelligence-Supported Visualization Applications on Students' Writing Disposition in the Creative Writing Process
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