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Integrating ChatGPT into Flipped Learning: Enhancing Students' Creative Writing Skills and Perception
Open accessAbstract
The integration of artificial intelligence (AI) into educational methods is gaining traction within the evolving landscape of modern education. This study examined the impact of integrating AI into a flipped classroom model to enhance creative writing skills and student perception at the secondary school level. Ninety-eight grade 10 students were divided into three groups: a control group (CG) that received traditional instruction, an experimental group 1 (EGI) that utilized the flipped classroom model, and another experimental group 2 (EG2) that used an AI-enhanced flipped classroom incorporating ChatGPT. Data collection consisted of pre-test and post-test evaluations to evaluate the development of students' creative writing skills and their perceptions of the learning environment. The findings revealed that students in the AI-enhanced flipped classroom demonstrated significant improvements in creative writing skills compared to both the control group and the non-AI flipped classroom group. Additionally, students' perceptions of the learning experience were more positive in the AI-enhanced setting, suggesting that AI tools such as ChatGPT can significantly enhance creativity and engagement in the learning process. These results highlighted the potential of integrating AI into instructional strategies to foster creativity and enhance students' learning experiences.
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“Large language models support literary writing, story crafting, and creative text generation; students iteratively revise content, adjust style, and sharpen narrative logic-often under teacher guidance to rework initial plots toward intended effects [84,86,139,144,145].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [144]
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“Within this framework, students actively set prompts and control content generation, while AI, functioning as an autonomous collaborator, continuously analyzes learner preferences, behaviors, and project progress to adaptively optimize its models for individual needs [70,96,108,132,144].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [144]
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Cited by 5
Research works printed but not linked: 14
- Al-Raimi, M., Mudhsh, B. A., Al-Yafaei, Y., & Al-Maashani, S. (2024). Utilizing artificial intelligence tools for improving writing skills: Exploring Omani EFL learners' perspectives. Forum for Linguistic Studies, 6(2), 1177. https://doi.org/10.59400/fls.v6i2.1177 · DOI
- Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of Educational Technology, 46(6), 1133-1148. https://doi.org/10.1111/bjet.12353 · DOI
- Chambers, F. (1997). What do we mean by fluency?. System, 25(4), 535-544. https://doi.org/10.1016/S0346-251X(97)00046-8 · DOI
- Florence, E. A., & Kolski, T. (2021). Investigating the flipped classroom model in a high school writing course: Action research to impact student writing achievement and engagement. TechTrends, 65(10), 1042-1052. https://doi.org/10.1007/s11528-021-00662-0 · DOI
- Huang, H.-W., Mills, D. J., & Anthony, J. (2024). Inquiry-based learning and technology-enhanced formative assessment in flipped efl writing instruction: Student Performance and Perceptions. Sage Open, 14(2). https://doi.org/10.1177/21582440241236663 · DOI
- Junio, D. A., & Bandala, A. A. (2019). Innovating Academic Writing through Flipped Classroom Instruction. https://doi.org/10.1109/hnicem48295.2019.9072859 · DOI
- Khosravi, R., Dastgoshadeh, A., & Jalilzadeh, K. (2023). Writing metacognitive strategy-based instruction through flipped classroom: an investigation of writing performance, anxiety, and self- efficacy. Smart Learning Environments, 10, 48. https://doi.org/10.1186/s40561-023-00264-8 · DOI
- Khuibut, W., Premthaisong, S., & Chaipidech, P. (2024). Integrating ChatGPT into synectics model to improve high school students' creative writing skills. In J. L. Shin et al. (Eds.), Proceedings of the 31 st International Conference on Computers in Education: Asia-Pacific Society for Computers in Education (Vol. 2, pp. 44-51).
- Morris, G., & Sharplin, E. (2013). The assessment of creative writing in senior secondary english: a colloquy concerning criteria. English in Education, 47(1), 49-65. https://doi.org/10.1111/eie.12004. · DOI
- Pellas, N. (2023). The effects of generative AI platforms on undergraduates' narrative intelligence and writing self-efficacy. Educational Sciences, 13, 1155. https://doi.org/10.3390/educsci13111155 · DOI · Paper page
- Peng, H., Chuang, P.-Y., Hwang, G.-J., Chu, H.-C., Wu, T.-T., & Huang, S.-X. (2009). Ubiquitous performance-support system as mindtool: a case study of instructional decision making and learning assistant. Educational Technology & Society, 12(1), 107-120.
- Rodriguez-Paz, M. X., González-Mendivil, J. A., Zamora-Hernández, I., & Sayeg-Sánchez, G. (2024). Students' perceptions on the use of artificial intelligence tools in engineering education for the digital transformation, Proceedings of the 2024 IEEE Global Engineering Education Conference (EDUCON) (pp. 1-7). https://doi.org/10.1109/EDUCON60312.2024.10578326 · DOI
- Ruiz-Jiménez, M. C., Martínez-Jiménez, R., & Licerán-Gutiérrez, A. (2024). Students' perceptions of their learning outcomes in a flipped classroom environment. Education Tech Research Dev, 72, 1205-1223. https://doi.org/10.1007/s11423-023-10289-y · DOI
- Zou, D., Luo, S., Xie, H., & Hwang, G.-J. (2020). A systematic review of research on flipped language classrooms: Theoretical foundations learning activities, tools, research topics and findings. Computer Assisted Language Learning, 1-27. https://doi.org/10.1080/09588221.2020.1839502 · DOI
Metadata
- Authors
- KHUIBUT, W., PREMTHAISONG, S., & CHAIPIDECH, P.
- Affiliations
- Khon Kaen University (TH)
- Venue
- International Conference on Computers in Education
- Published
- 2024-11-25
- ISSN
- 3078-4360 (ISSN-L)
- OpenAlex
- W4406621293
- Cited by
- 5
- References
- 0
- Citations by year
- 2026: 4 · 2025: 1
- FWCI
- 1.90
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Conference on Computers in Education (publishedVersion)
- International Conference on Computers in Education (acceptedVersion)
- Funders
- Khon Kaen University
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Educational Technology and Pedagogy
- Keywords
- ChatGPT, flipped classroom, creative writing skills, artificial intelligence in education, student perceptions, high school students, grade 10, student engagement, creativity
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- KHUIBUT, W., PREMTHAISONG, S., & CHAIPIDECH, P. (2024). Integrating ChatGPT into Flipped Learning: Enhancing Students' Creative Writing Skills and Perception. International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.4967
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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