Métricas alternativas
Keywords
alfabetización académica
educación superior
calidad de escritura disciplinar Generative Artificial Intelligence
academic literacy
higher education
quality of disciplinary writing
How to Cite
Abstract
The present study examines the impact of integrating generative artificial intelligence (GenAI) tools into the development of academic writing skills, with a particular emphasis on disciplinary literacy and multimodal representation as foundational pillars for the construction and effective communication of scientific discourse. This quasi-experimental, mixed-methods research involved 150 university students, divided into an experimental group that exclusively used generative AI tools and a control group that applied traditional writing strategies. The AIAS scale and the PAIR intervention model were employed to ensure that the use of technology complemented critical thinking processes and student authorship rather than replacing them. Results, obtained through a validated rubric, assessed key aspects such as textual coherence and cohesion, grammatical accuracy, proper handling of bibliographic references, and integration of visual elements. Significant improvements were observed across all evaluated aspects, particularly in the ability to articulate more structured academic discourse and effectively integrate multimodal resources. These findings underscore the potential of generative AI not only to optimize writing processes but also to enhance analytical skills and expand students' expressive resources in academic contexts. The research highlights the need to establish pedagogical frameworks to regulate its implementation, fostering critical thinking and comprehensive education in higher education.
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