Student teachers' interactions with generative artificial intelligence in their final thesis projects

Abstract

This study investigates student teachers’ interaction with generative artificial intelligence (genAI) while working on their final thesis projects. The aim of this study is to contribute knowledge on what happens when genAI becomes integrated into academic writing. Previous research indicates that AI tools are deemed acceptable for early stages of writing, such as brainstorming or outlining. However, there is still a lack of knowledge about how students use genAI while working on an actual assignment. Applying a sociomaterialistic approach, student teachers’ self-reported use of genAI has been analysed qualitatively. In total, 92 students participated in the study, generating 46 reports. The results indicate that AI on a general level is used to transform information between different languages, for example, from everyday to academic language. The Compensatory model is proposed to describe when genAI becomes integrated into academic writing. The skills students need but do not have can be compensated with an appropriate use of genAI, so that content is co-created and valued by the students.