Debates about generative AI in higher education have been informed by studies of completed student papers, or self-reported survey data. Research shows that artificial intelligence tools can support learning, but also has raised concerns, including students’ overreliance, cheating, and the potential degradation of critical thinking and engagement.
While these types of studies provide interesting snapshots of reported practices, their methodologies may hide something important: how writing actually unfolds while students are composing with the assistance of AI.
A pilot study I led of undergraduate writers at Kennesaw State University takes a different approach. Using think-aloud protocols – a method where participants verbalize their thoughts while performing – our research captures how students interact with generative AI tools during the writing process itself. This method helps us understand decision-making processes as they occur.
