Analysis of the impact of Generative Artificial Intelligence on the written work of undergraduate students in Primary Education at the University of Cádiz

Abstract

Artificial intelligence-based tools are revolutionizing not only the world around us, but also education. Their undeniable benefits in reducing the effort we devote to various everyday tasks are accompanied by the dangers they pose if we misuse them. Students face complex tasks in the classroom, among which written expression stands out. Therefore, using a quantitative, non-experimental, and correlational approach, we propose to analyze the impact of the use of Generative Artificial Intelligence on the written production of first-year students in the Primary Education Degree program at the University of Cádiz, with 64 participants. The results of the research reveal that the use of Generative Artificial Intelligence has a greater impact on the development and adequacy of texts than on normative aspects, that it is necessary to raise students' awareness of the productive and ethically responsible use of this technology, and that they also learn strategies so that, as future teachers, they can educate their students in a healthy relationship with the use of Generative Artificial Intelligence.