The Effects of Artificial Intelligence-Assisted Creative Writing on Students’ Writing Motivation, Writing Anxiety, and Creative Writing Skills

Abstract

Integrating artificial intelligence into learning processes is becoming increasingly common, with research highlighting its potential to enhance students’ creative writing skills. This study examines the effects of AI-based creative writing on fourth-grade students’ writing motivation, anxiety, and creative output, as well as their views on the process. Conducted with 41 students (20 girls, 21 boys) from a public school in Türkiye, the research employs a quasi-experimental design with pre- and post-tests for experimental and control groups selected via convenience sampling. Data were collected through the Writing Motivation Scale, Writing Anxiety Scale, students’ texts, and focus group interviews. Over five weeks, the experimental group participated in creative writing activities using ChatGPT, while the control group followed traditional paper-and-pencil methods. Quantitative data were analyzed using t-tests, and qualitative data underwent content analysis. Results showed that AI-based creative writing significantly improved creative writing skills and reduced writing anxiety in the experimental group. However, there was no significant difference in writing motivation. Students highlighted benefits like idea generation, enhanced creativity, and a fun process but reported challenges such as technical issues and repetitive responses. The study concludes that AI-supported creative writing effectively improves skills and reduces anxiety but has no significant impact on motivation.