'ChatGPT Can Make Mistakes. Check Important Info.' Epistemic Beliefs and Metacognitive Accuracy in Students' Integration of ChatGPT Content into Academic Writing
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| Title: | 'ChatGPT Can Make Mistakes. Check Important Info.' Epistemic Beliefs and Metacognitive Accuracy in Students' Integration of ChatGPT Content into Academic Writing |
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| Language: | English |
| Authors: | Marek Urban (ORCID |
| Source: | British Journal of Educational Technology. 2025 56(5):1897-1918. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Metacognition, Technology Uses in Education, Beliefs, College Students, Writing (Composition), Information Literacy, Academic Language |
| DOI: | 10.1111/bjet.13591 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | Recent studies have conceptualized ChatGPT as an epistemic authority; however, no research has yet examined how epistemic beliefs and metacognitive accuracy affect students' actual use of ChatGPT-generated content, which often contains factual inaccuracies. Therefore, the present experimental study aimed to examine how university students integrate correct and incorrect information from expert-written and ChatGPT-generated articles when writing independently (N = 49) or with ChatGPT assistance (N = 49). Students working with ChatGPT-4o integrated more correct information from both expert-written (d = 0.64) and ChatGPT-generated articles (d = 0.95), but ChatGPT-assisted writing did not affect the amount of incorrect information sourced from the ChatGPT-generated article. Regardless of the condition, hierarchical regressions revealed that lower metacognitive bias was moderately associated with increased inclusion of correct information from the expert-written article (R[superscript 2] = 12%). Conversely, a higher metacognitive bias (R[superscript 2] = 10%) and epistemic beliefs (R[superscript 2] = 12%) were moderately related to the inclusion of incorrect information from ChatGPT-generated articles. These findings suggest that while ChatGPT assistance enhances the integration of correct human- and AI-generated content, metacognitive skills remain essential to mitigate the risks of incorporating incorrect AI-generated information. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480084 |
| Database: | ERIC |
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| Abstract: | Recent studies have conceptualized ChatGPT as an epistemic authority; however, no research has yet examined how epistemic beliefs and metacognitive accuracy affect students' actual use of ChatGPT-generated content, which often contains factual inaccuracies. Therefore, the present experimental study aimed to examine how university students integrate correct and incorrect information from expert-written and ChatGPT-generated articles when writing independently (N = 49) or with ChatGPT assistance (N = 49). Students working with ChatGPT-4o integrated more correct information from both expert-written (d = 0.64) and ChatGPT-generated articles (d = 0.95), but ChatGPT-assisted writing did not affect the amount of incorrect information sourced from the ChatGPT-generated article. Regardless of the condition, hierarchical regressions revealed that lower metacognitive bias was moderately associated with increased inclusion of correct information from the expert-written article (R[superscript 2] = 12%). Conversely, a higher metacognitive bias (R[superscript 2] = 10%) and epistemic beliefs (R[superscript 2] = 12%) were moderately related to the inclusion of incorrect information from ChatGPT-generated articles. These findings suggest that while ChatGPT assistance enhances the integration of correct human- and AI-generated content, metacognitive skills remain essential to mitigate the risks of incorporating incorrect AI-generated information. |
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| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.13591 |
