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Better by You, better than Me? ChatGPT-3 as writing assistance in students’ essays.
Open accessAbstract
Aim: To compare students' essay writing performance with or without employing ChatGPT-3 as a writing assistant tool.Materials and methods: Eighteen students participated in the study (nine in control and nine in the experimental group that used ChatGPT-3). We scored essay elements with grades (A-D) and corresponding numerical values (4-1). We compared essay scores to students' GPTs, writing time, authenticity, and content similarity. Results: Average grade was C for both groups; for control (2.39 ± 0.71) and for experimental (2.00 ± 0.73). None of the predictors affected essay scores: group (P = 0.184), writing duration (P = 0.669), module (P = 0.388), and GPA (P = 0.532). The text unauthenticity was slightly higher in the experimental group (11.87% ±13.45 to 9.96% ± 9.81%), but the similarity among essays was generally low in the overall sample (the Jaccard similarity index ranging from 0 to 0.054). In the experimental group, AI classifier recognized more potential AI-generated texts. Conclusions: This study found no evidence that using GPT as a writing tool improves essay quality since the control group outperformed the experimental group in most parameters.
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“Additionally, other concerns include the current inability of ChatGPT to handle images as well as its low performance in some topics (e.g., failure to pass a parasitology exam for Korean medical students), and the issue of possible plagiarism [33,56,57,58,70,75].”
From ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns (2023) · cites this paper as [75]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Additionally, other concerns include the current inability of ChatGPT to handle images as well as its low performance in some topics (e.g., failure to pass a parasitology exam for Korean medical students), and the issue of possible plagiarism [33,56,57,58,70,75].”
From ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns (2023) · cites this paper as [75]
Experimental — accuracy not yet measuredThe check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“Additionally, other concerns include the current inability of ChatGPT to handle images as well as its low performance in some topics (e.g., failure to pass a parasitology exam for Korean medical students), and the issue of possible plagiarism [33,56,57,58,70,75].”
From ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns (2023) · cites this paper as [75]
Experimental — accuracy not yet measuredThe check wasn’t confident either way, so it gives no verdict — never disputed.
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“In the UK, an anonymous survey by the Higher Education Policy Institute 2 found that 88% of undergraduates reported using GenAI in assessments in 2024/25.”
From Style, sentiment, and quality of undergraduate writing in the AI era: A cross-sectional and longitudinal analysis of 4,820 authentic empirical reports (2025) · cites this paper as [2]
Experimental — accuracy not yet measuredThe check wasn’t confident either way, so it gives no verdict — never disputed.
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“Second, an anonymous survey 29 of over 1000 British undergraduate students revealed that 30% reported using GenAI tools to generate text for their coursework in November 2023, a figure that rose to 64% in December 2024 2 .”
From Style, sentiment, and quality of undergraduate writing in the AI era: A cross-sectional and longitudinal analysis of 4,820 authentic empirical reports (2025) · cites this paper as [2]
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Metadata
- Authors
- Bašić, Ž., Banovac, A., Kružić, I., & Jerković, I.
- Affiliations
- University of Split (HR)
- Corresponding author
- Banovac, Ana
- Venue
- Humanities and Social Sciences Communications
- Publisher
- Center for Open Science
- Published
- 2023-02-09
- Volume
- 10
- Issue
- 1
- ISSN
- 2055-1045 (ISSN-L)
- OpenAlex
- W4388000629
- Cited by
- 189
- References
- 27
- Citations by year
- 2026: 37 · 2025: 55 · 2024: 67 · 2023: 30
- FWCI
- 44.36
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Humanities and Social Sciences Communications (publishedVersion, cc-by)
- arXiv (Cornell University) (submittedVersion, cc-by-nc-sa)
- EdArXiv (OSF Preprints) (submittedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- EdArXiv (OSF Preprints) (submittedVersion, cc-by)
- arXiv (Cornell University)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Education › Academic integrity and plagiarism
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- ChatGPT-3.5, AI-assisted writing, student essay writing, academic writing, AI-generated text detection, textual authenticity, essay quality, writing performance, large language models
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