Assessing AI and Human Writing Skills: A Comparative Analysis of Pre-Service Teachers’ Perceptions
Maria Navío-Inglés, Sergio Tirado‐Olivares, Javier del Olmo‐Muñoz, Jesús Guzmán Mora
Abstract
Artificial intelligence (AI), specifically conversational AI, is increasingly utilized to enhance writing skills, necessitating future teachers’ awareness of its capabilities for implementation. The present mixed-methods study explores the ability of AI to write a summary and an argumentative text and pre-service teachers’ perceptions of it. A total of 154 pre-service teachers evaluated two texts generated by ChatGPT and two written by another student previously anonymized. The results show that they rated the AI-generated texts significantly higher overall and regarding linguistic parameters like text structure. Additionally, they generally consider that the human-written text conveys more emotions, while the AI text would deserve a better grade in an exam. However, many participants struggled to correctly identify the author of each text, which highlights the need to prepare them for the possibilities of current AI to take advantage of it.