Evaluating Use Patterns and Establishing User Profiles of an AI-Enabled Writing Assistant

• In Event: The Influence of Digital Tools on Literacy, Learning Engagement, and Student Development

Abstract

The proliferation of Generative Artificial Intelligence (AI) has inspired significant discourse regarding its educational applications. Despite this interest, there remains a gap in understanding how Generative AI models function and, more crucially, why and how students engage with AI writing tools. Addressing these issues, this study analyzes participant-use data from an AI-enabled writing assistant. By examining 1,581 participant logs and 8,720 user interactions, the study identifies patterns of interaction that form psychological profiles. Utilizing k-means clustering, four distinct profiles emerge, illustrating the varied approaches and behaviors in student engagement with AI writing tools. These findings provide critical insights into the cognitive and psychological dimensions of AI use, providing greater clarity to the “black box” of individual AI use.

Authors

• Muhammad Amir Fusenig, University of Maryland

• Patricia A. Alexander, University of Maryland