Cited by 0Educational Strategies and EpistemologiesArtificial Intelligence in EducationEthics and Social Impacts of AI

The DOI matches its Crossref record; 15 of the 16 references it cites were found in a registry or an index; 9 of the 22 sources its claims cite were checked for support.

Authorship Attribution and Trust in AI-Generated Scientific Texts: An Experimental Study

Open access
Matveev, Mikhail, Matveeva, Elena·2026·Психология. Журнал Высшей школы экономики

Abstract

This study investigates how explicit authorship labels — particularly those involving artificial intelligence (AI) — affect readers’ comprehension, trust, and intention to use scientific information. In a between-subjects online experiment (N = 183), university students read the same AI-generated science text about superconductors, with one of three authorship cues: (1) no label (control), (2) “AI-generated,” or (3) “AI-generated, human-edited.” All participants completed a five-item multiple-choice comprehension quiz (MCQ), a semantic differential scale assessing trust, and a self-report measure of behavioral intention to use or share the text. Results showed no statistically significant differences in comprehension scores across conditions, confirming that the inclusion of authorship labels did not impact factual understanding. However, the “AI-generated” label sharply reduced both trust and intended use compared to the control group (Hedges’ g > 1.1), indicating an aversion effect. Importantly, appending the phrase “human-edited” to the AI label eliminated this trust penalty: responses in the “AI+Human” condition were statistically indistinguishable from the control group. These findings align with prior cognitive and communication research, which suggests that while source cues rarely alter comprehension, they substantially influence user trust and perceived credibility. The study highlights the importance of carefully framing AI involvement in educational or scientific content. It suggests that emphasizing human oversight – through transparent labeling – can mitigate skepticism and foster appropriate trust, even when the content is AI-generated. Implications for ethical AI disclosure policies in higher education are discussed.

Overview

AI snapshot

Written from the paper’s full text.

TL;DR

In a between-subjects online experiment (N = 183), labeling an AI-generated science text as “AI-generated” sharply reduced trust and intended use versus no label, while adding “human-edited” eliminated the penalty. Comprehension did not differ significantly across authorship-label conditions.

Key findings

  • Comprehension was uniformly high and did not differ significantly by condition: Control M = 4.1 (SD = 0.8), AI M = 4.0 (SD = 0.9), AI+Human M = 4.2 (SD = 0.7) out of 5; pairwise p values were .58, .50, and .62, with Hedges’ g = 0.12, 0.14, and 0.11. TOST equivalence tests at the ±0.5 raw-score bound did not establish strict statistical equivalence for any pairwise comparison.
  • The “AI-generated” label lowered trust and intended use relative to Control: trust M = 4.1 (SD = 1.1) vs. 5.6 (SD = 0.9), t(116.2) = 8.20, p < .001, Hedges’ g = 1.48; intended use M = 3.9 (SD = 1.3) vs. 5.3 (SD = 1.2), t(116.8) = 7.10, p < .001, g = 1.10.
  • Adding “human-edited” restored trust and intent to control levels: AI+Human trust M = 5.4 (SD = 1.0), t(118.5) = 0.32, p = .75, g = 0.20; intended use M = 5.1 (SD = 1.0), t(119.0) = 0.43, p = .67, g = 0.18. AI vs. AI+Human remained significant for trust (g = 1.24) and intent (g = 1.18).
  • The authors report support for H1 (no comprehension differences), H2 (AI label lowers trust/intent), and H3 (human-edited label restores trust/intent).

Methods

  • Between-subjects online experiment with 183 Russian-speaking adult volunteers (mean age 22), recruited via university mailing lists and social-media channels targeting students at MIPT and MSLU; participants were randomly assigned to Control (no label), “AI-generated,” or “AI-generated, human-edited.”
  • All participants read the same ~280-word AI-generated expository passage about superconductivity; the only difference was the appended authorship cue. Measures were a 5-item multiple-choice comprehension quiz, a 7-point semantic-differential trust scale adapted from TrustDiff, and a 7-point self-report intended use/share item. Reported reliability: KR-20 for MCQ was .606 (AI), .839 (Control), .846 (AI+Human); Cronbach’s α was .90 for trust and .82 for intent.
  • Analysis used Welch’s t-tests for pairwise comparisons, Hedges’ g as effect size, and TOST equivalence tests for comprehension; tests were two-tailed with α = .05.

Limitations

  • The paper states that it used a single short, moderately technical stimulus and immediate post-test judgments; the 5-item MCQ produced high mean scores and a ceiling tendency, reducing sensitivity to small between-group differences.
  • The paper states that the sample was predominantly Russian undergraduate students (mean age ~22) recruited through university channels, so cultural and generational attitudes toward AI may moderate responses and replication across cohorts, institutions, and countries is needed.
  • The paper states that procedural controls could be strengthened (attention checks, minimum completion-time thresholds, full reliability reporting with confidence intervals) and that outcomes were limited to immediate comprehension, self-reported trust, and intent; it recommends behavioral measures, delayed retention tests, qualitative probes, and individual-difference moderators. The text also makes evident that strict statistical equivalence for comprehension was not established.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.17323/1813-8918-2026-2-253-262

Cites

15 of 16 references verified1 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

9 of 22 cited sources checked · 7 supported · 0 flagged · accuracy not yet measured

Show all 10 claims

  • It may state two separate claims as one. 20
  • Probably not a substantial claim. 16
  • The quote only partly states this claim. 1
32 of 32
  • The paper relies on this without support.

    The stimulus text was factually correct.

    “The text was clear and factual but moderately technical.”
    “merely labeling correct content as AI-generated greatly reduced trust and willingness to use or share it, even though accuracy was unchanged”
  • The paper relies on this without support.

    The human-edited label was interpreted by participants as indicating actual human oversight or editing.

    “AI+Human (”
    “AI-generated, human-edited”
    “signals oversight and accountability.”
  • The paper relies on this without support.

    Participants noticed and processed the authorship label.

    “No additional attention checks were embedded.”
    “Thus, the only difference between conditions was the small final phrase.”
3 of 3

Statistics recomputed

Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.

  • Consistentt(115.8) = 0.56reported p = .58 · recomputed p = .577

    “t(115.8)= 0.56, p = .58”

  • Consistentt(116.5) = 0.67reported p = .5 · recomputed p = .504

    “t(116.5)= 0.67, p = .50”

  • Consistentt(117.2) = 0.5reported p = .62 · recomputed p = .618

    “t(117.2) = .50,p = .62”

  • Consistentt(116.2) = 8.2reported p < .001 · recomputed p < .001

    “t(116.2) = 8.20, p < .001”

  • Consistentt(116.8) = 7.1reported p < .001 · recomputed p < .001

    “t(116.8)= 7.10, p < .001”

  • Consistentt(118.5) = 0.32reported p = .75 · recomputed p = .750

    “t(118.5)= 0.32, p = .75”

  • Consistentt(119) = 0.43reported p = .67 · recomputed p = .668

    “t(119.0)= 0.43, p = .67”

  • Consistentt(117.3) = 6.77reported p < .001 · recomputed p < .001

    “t(117.3)= 6.77, p < .001”

  • Consistentt(117.7) = 6.31reported p < .001 · recomputed p < .001

    “t(117.7)= 6.31, p < .001”

9 of 9

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Comprehension comparisons have different statistics in Tables 1 and 2

    Major

    For Control versus AI, Table 1 reports t = 0.56 and p = .58, whereas Table 2 reports t = .737 and p = .462. The Control versus AI+Human results also differ between the tables.

  • Table 1 declares comprehension equivalence, but Table 3 rejects it

    Minor

    Table 1 marks the Control-AI and Control-AI+Human comprehension comparisons as equivalent at p < .05. Table 3 says equivalence was not declared for either comparison, with p_low values of .059 and .216.

  • Two different comprehension equivalence bounds are stated

    Minor

    The data-analysis section specifies bounds of Cohen's d = ±.2, while the results specify ±0.5 raw score points. These are different bounds for the same comprehension equivalence tests.

  • Future-work recommendation describes an existing procedure

    Minor

    The limitations section recommends randomizing MCQ item order for each participant, but the methods section says the study already did so.

4 of 4

Citations

Cites

Flagged first, then by citations

Show all 15 references

Research works printed but not linked: 1

  1. Brühlmann, F., Petralito, S., Rieser, D. C., Aeschbach, L. F., & Opwis, K. (2017). TrustDiff: Development and validation of a semantic differential for user trust on the web. Journal of Usability Studies, 12(2), 29-48. https://uxpajournal.org/trustdiff-semantic-differential-for-user-trust-web/

Cited by

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Metadata

Authors
Matveev, M., & Matveeva, E.
Venue
Психология. Журнал Высшей школы экономики
Published
2026-03-30
Volume
23
Issue
2
Pages
253-262
ISSN
  • 1813-8918 (ISSN-L)
  • 2541-9226
OpenAlex
W7166536037
Cited by
0
References
15
FWCI
0.00
Type
journal article
Language
en
Open access
Locations
  • Психология Журнал Высшей школы экономики (publishedVersion)
  • CyberLeninK (CyberLeninka) (submittedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
  • Social Sciences › Education › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Ethics and Social Impacts of AI
Keywords
authorship attribution, AI-generated text, trust in AI, source cues, reader comprehension, behavioral intention, perceived credibility, superconductors, higher education

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