Exploring the Effect of GenAI on Students’ Writing and Visualizing the Writing Process Through HRV (Heart Rate Variability)

• In Event: AI in Education

Abstract

This study examined the impact of GenAI on eighth-grade students’ expository writing over five weeks, involving an AI-enhanced group (n = 36) and a conventional group (n = 37).
The finding revealed that, first, AI improved students’ writing performance in focus, structure, content and language, but reduced novelty. Second, there was a reduction in cognitive load when students used AI in the writing process. Third, AI reduced cognitive load by four ways: Breaking down tasks, giving feedback, quick access to information and giving examples. Lastly, cognitive load mediates the relationship between AI use and improvements in writing performance.
This study introduced innovations by visualizing cognitive processes in writing, and broadened the application of cognitive load theory within AI-enhanced writing contexts.

Authors

• Fangzhou Jin, The University of Hong Kong

• Chin-Hsi Lin, University of Hong Kong

• Zicong Song, The University of Hong Kong