Dogru Dastan, Humeyra ORCID: https://orcid.org/0000-0002-3595-1274 and Mare, Zivai ORCID: https://orcid.org/0000-0002-9742-3602 (2025) Student insights into Gen-AI use in writing academic essays in higher education: motives, benefits and challenges. Compass: Journal of Learning and Teaching In Higher Education, 18 (1). pp. 73-85. ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:10.21100/compass.v18i1.1608)

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Abstract

This study explores students’ perceptions of the effectiveness of applying generative artificial intelligence (Gen-AI) tools to meet the learning outcomes of assessments. The rapid integration of Gen-AI into higher education has ignited debate about the benefits and challenges of these tools when in the hands of educators and students. The study aimed to contribute to the existing body of knowledge by moving beyond mere usage and acceptance of Gen-AI by focusing on its ability to achieve desired learning outcomes. A qualitative study with a sample of thirty-five undergraduate university students aimed to understand how well Gen-AI met the assessment learning outcomes. The findings identify convenience as one of the main drivers for choosing it and suggest that the threat of plagiarism and inadequate expertise in managing its tools are notable hindrances. This study provides insights into key areas on which academic institutions can focus to make AI tools more valuable in assessments, where their application is now inevitable.

Item Type:	Article
Additional Information:	Qualitative research data was collected and analysed on AI use in higher education (focusing on assessments).
Uncontrolled Keywords:	generative artificial intelligence, assessments, academic essays, motives, benefits, challenges
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > School of Management and Marketing
Related URLs:	Publisher Publisher
Last Modified:	10 Oct 2025 14:04
URI:	https://gala.gre.ac.uk/id/eprint/51226

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