College students are writing with AI – but a pilot study shows they won’t just let AI write for them

Debates about generative AI in higher education have been influenced by studies of completed student work or self-reported survey data. Research shows that artificial intelligence tools can support learning, but have also raised concerns including student over-confidence, cheating, and the possible deterioration of critical thinking and engagement.

While these types of studies provide interesting snapshots of reported practices, their methods may hide something important: how writing actually develops as students compose with the help of AI.

A pilot study I led with undergraduate authors at Kennesaw State University takes a different approach. Using think-aloud protocols—a method in which participants verbalize their thoughts during performance—our research captures how students interact with generative AI tools during the writing process itself. This method helps us understand decision-making processes as they occur.

Our preliminary results suggest that…