Explorative research shows differences in writing outcomes for students using ChatGPT and traditional methods, suggesting changes in the writing process.
AI is enabling new practices to potentially extend education, but if such practices enhance or endanger learning is still under discussion. This study presents the findings of an explorative research conducted in a sophomore high school class in Italian-speaking Switzerland, aimed at investigating the impact of ChatGPT on fiction writing education. Students were provided with narrative stimuli and asked to write a short story on their own or with the support of ChatGPT 3.5. The resulting corpus was enriched with stories generated by ChatGPT alone. The analysis followed a dual quantitative and qualitative approach, examining the short stories in combination with feedback from authors and from a reading group composed of students of the same age. The results suggest clear differences among the three types of stories and a shift in focus during the writing process for students who used ChatGPT.
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Botturi et al. (2025) studied this question.
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