Would Lecturers Use AI-Based Software to Write Scientific Article? A Quantitative Approach in Indonesia

Abstract

AI-based (artificial intelligence) software utilization is increasingly widespread, including in education. On the one hand, AI-based software offers advantages for producing quality writing, such as converting voice into text, summarizing paragraphs, and improving grammar. There are pros and cons to each argument. Interestingly, permission or prohibition on using software is only for students, not lecturers. Moreover, lecturers should write quality scientific articles productively so that AI-based software can facilitate writing. Therefore, this research explores the driving and inhibiting factors that are thought to influence the use of AI-based software to assist lecturers in writing scientific articles. Following its goals, this research identified the potential factors through six hypotheses and tested them using PLS-SEM. This research recruited 110 lecturers in Indonesia as respondents to express their quantitative perceptions. It found that Product Quality (QLT) and Security (SEC) factors influence lecturers' use of AI-based software in scientific writing. However, four other variables (Motivation/MOT, Supporting Ability/SUP, Subjective Norms/NOR, and Individual Ability/ABL) had no influence. The finding exposed software quality has a vital role in engaging lecturers' intention to use AI-based software considering its characteristics to satisfy their needs: usefulness, easiness, accuracy, and efficiency. Also, lecturers are concerned with information security since AI-based software captures personal data, including user behavior during its usage. This research promotes practical implications for universities to regulate AI-based software, considering its benefits have been recognized by lecturers. However, its misuse can lead to the university's credibility in research and should be mitigated.