Collaboration, Digital Tools, and AI in Academic Writing: Student Experiences, Challenges, and Perspectives

This chapter aims to explore different ways of designing academic writing assignments in the face of artificial intelligence and provide strategies for managing academic dishonesty and AI-generated content. Before AI, plagiarism was the most common problem in academic writing. Emerging trends in AI and machine learning have transformed the writing process completely. Students focus on the end product and lack motivation to develop their academic writing skills. Therefore, teachers have to rethink and redesign students' writing tasks to overcome the challenges of academic writing. This involves incorporating AI-powered tools in academic writing courses, both in the classroom and for self-study purposes. A study was conducted with 60 second-year university students as part of the Academic writing course. The theoretical background of the study is the framework of Vygotsky and neo-Vygotskyan research on scaffolding, with particular emphasis on increasing students' awareness of writing conventions and exploring ways of helping students retain them in their academic discourse. The writing assignments of the students were compared and analyzed using digital tools such as Plagiarism Checker, Turnitin, ChatGPT, and the Smodin AI-Content Detector Remover, in order to check students' writing for plagiarism and to detect possible AI-generated content. The results show that students tend to plagiarize texts rather than use free AI chatbots. Consequently, students fail to develop their academic writing skills as well as their critical thinking skills. Regarding the use of AI tools, they could be implemented in academic writing classes with teachers acting as monitors and facilitators. AI tools can enhance students' skills to paraphrase, summarize, proofread, and use appropriate citation styles. Pedagogical implications include finding effective strategies for developing students' academic writing, research, and critical thinking skills and focusing on the writing process rather than the final product. This involves writing in the classroom, assigning short writing tasks, and doing more peer review. Furthermore, teachers should raise students' awareness of the tools for detecting plagiarism and AI-generated content. With the advent of revolutionary AI technologies, teachers should explore other ways of developing students' writing skills and collaborate in interdisciplinary projects on creating advanced software for detecting plagiarism and the use of AI tools.

There has been a growing interest in the application of technology, digital tools, and artificial intelligence in academic writing since the early 2000s. The use of artificial intelligence has been studied in journal articles published in recent years. This chapter synthesises and evaluates the development of technology, digital tools, and artificial intelligence in the field of academic writing for the past decade by reviewing 42 empirical studies. We conducted keyword searches using the EBSCOhost database with the following combination of keywords: “academic writing”, “additional language OR second language”, “technolog* OR digital tool* OR AI” to select journal articles and conference proceedings published between 2014 and 2023. We focused on 42 empirical studies to answer the following questions: (1) What types of technology, digital tools, and artificial intelligence have been used for academic writing in English as an additional language for teachers and students? and (2) What are the applications of technology, digital tools, and AI and their outcomes for teachers and students of academic writing? Based on the review of the published studies and conference proceedings, a set of suggestions for enhancing academic writing for teachers and students in additional languages and future research directions was presented.

BACKGROUND Mental health disorders pose a significant challenge in low- and middle-income countries (LMICs), contributing substantially to the global disease burden. Despite the high prevalence of these disorders, LMICs allocate less than 1% of health budgets to mental health, resulting in inadequate care and a severe shortage of professionals. Stigma and cultural misconceptions further hinder access to mental health services. These challenges are present in Bangladesh, with high prevalence rates of depression and anxiety, a centralized and under-resourced mental health care system. Digital tools, such as smartphone applications and online platforms, offer innovative solutions to these challenges by increasing accessibility, cost-effectiveness, and scalability of mental health interventions. OBJECTIVE This study aims to characterise the views around digital tools for mental health among residents of Korail, a major slum in Dhaka, Bangladesh, including the use of smartphones and investigate acceptable digital tools, and barriers and facilitators for digital mental health tools. METHODS Eight focus groups (FGs) were conducted with 38 participants, including individuals with serious mental disorders and their caregivers. The FGs were transcribed, translated, and analysed using thematic analysis with NVivo 14 software. RESULTS The findings revealed a general lack of awareness and understanding of digital mental health tools among slum residents. However, there was a notable appetite in these tools, recognising their potential to provide timely and cost-effective support, reduce hospital visits, and make healthcare more accessible. Participants highlighted the convenience and communication benefits of smartphones but expressed concerns about misuse such as excessive use, particularly among adolescents. Barriers to the utilisation of digital mental health tools included limited technological literacy and accessibility issues. Despite these challenges, participants acknowledged the potential of these tools to bridge the gap in mental health services, especially for those unable to travel. The importance of providing proper guidance and education to maximize the effectiveness of digital tools was emphasized. CONCLUSIONS Digital mental health tools hold promises for improving mental health care in underserved slum communities. This study underscores the need for further research and investment in tailored digital mental health solutions to address the unique needs of slum populations in LMICs.

Little attention has been paid to the computer-based hybrid dynamic assessment (C-HDA) in the context of English as a foreign language (EFL) academic writing. However, This study aimed to examine the impact of C-HDA in improving the writing skills of Indonesian higher education students. A sequential explanatory mixed-methods design was employed. To gather quantitative data, one-group pretest-posttest research design was employed. Qualitatively, semi-structured interviews with the experimental group were also conducted to investigate the extent to of mediation benefited the participants during the teaching session. The interview was conducted after the post-test was completed accordingly. Eleven of twenty-two aged 19-20 years old enrolled in the Writing for Academic Purposes course and participated in this research project. The participants were required to write an argumentative essay of 150-300 words consisting of three paragraphs (introduction, body, and conclusion) and their essays were then assessed by using the recent C-HDA. All essays were, then, scored (by three raters) based on five criteria of academic writing, content, organization, language use, mechanics, and style. T-test and the thematic analysis were used to analyze the quantitative and qualitative data, respectively. The results showed that the the current C-HDA improved the participants’ academic writing although no maximal score was achieved. In addition, the qualitative data found three themes, positive and negative perspectives, and suggestions that addressed the participants’ perceptions toward the C-HDA. This study yields implications for academic writing teachers about the implementation of C-HDA in developing academic writing for low-competent students.

BackgroundDigital triage tools for sexually transmitted infection (STI) testing can potentially be used as a substitute for the triage that general practitioners (GPs) perform to lower their work pressure. The studied tool is based on medical guidelines. The same guidelines support GPs’ decision-making process. However, research has shown that GPs make decisions from a holistic perspective and, therefore, do not always adhere to those guidelines. To have a high-quality digital triage tool that results in an efficient care process, it is important to learn more about GPs’ decision-making process.ObjectiveThe first objective was to identify whether the advice of the studied digital triage tool aligned with GPs’ daily medical practice. The second objective was to learn which factors influence GPs’ decisions regarding referral for diagnostic testing. In addition, this study provides insights into GPs’ decision-making process.MethodsA qualitative vignette-based study using semistructured interviews was conducted. In total, 6 vignettes representing patient cases were discussed with the participants (GPs). The participants needed to think aloud whether they would advise an STI test for the patient and why. A thematic analysis was conducted on the transcripts of the interviews. The vignette patient cases were also passed through the digital triage tool, resulting in advice to test or not for an STI. A comparison was made between the advice of the tool and that of the participants.ResultsIn total, 10 interviews were conducted. Participants (GPs) had a mean age of 48.30 (SD 11.88) years. For 3 vignettes, the advice of the digital triage tool and of all participants was the same. In those vignettes, the patients’ risk factors were sufficiently clear for the participants to advise the same as the digital tool. For 3 vignettes, the advice of the digital tool differed from that of the participants. Patient-related factors that influenced the participants’ decision-making process were the patient’s anxiety, young age, and willingness to be tested. Participants would test at a lower threshold than the triage tool because of those factors. Sometimes, participants wanted more information than was provided in the vignette or would like to conduct a physical examination. These elements were not part of the digital triage tool.ConclusionsThe advice to conduct a diagnostic STI test differed between a digital triage tool and GPs. The digital triage tool considered only medical guidelines, whereas GPs were open to discussion reasoning from a holistic perspective. The GPs’ decision-making process was influenced by patients’ anxiety, willingness to be tested, and age. On the basis of these results, we believe that the digital triage tool for STI testing could support GPs and even replace consultations in the future. Further research must substantiate how this can be done safely.

PurposeThe rapid digitalization and emergence of AI tools are transforming school organizations. However, limited research exists on how school leaders integrate these technologies into their leadership practices. This study focuses on the experiences of school leaders in Cyprus, exploring the benefits and challenges of adopting digital and AI tools in their roles. The research seeks to enhance understanding of these topics as they relate to the pandemic aftermath and the current emergence of cutting-edge technologies.Design/methodology/approachA qualitative research approach was used, with semi-structured interviews serving as the primary data collection method. The sample consisted of 43 school leaders from primary and secondary schools across five districts in Cyprus, who voluntarily participated in the study.FindingsThe findings reveal that while digital tools enhance communication and administrative efficiency, challenges associated with poor infrastructure and inadequate targeted training were disclosed. In addition, school leaders acknowledge the potential of AI to support their leadership practice, while also addressing the challenges of integrating these tools due to limited knowledge and understanding, lack of appropriate training and the need of an ongoing support.Practical implicationsThe study emphasizes the need for tailored professional development, better infrastructure and continuous support to help school leaders effectively integrate digital and AI tools into their daily leadership practices.Originality/valueThis research contributes uniquely to the field by focusing on the integration of digital tools, while also exploring, to some extent, perspectives on AI within school leadership in Cyprus, in an area that has been largely underexplored.

This study explores the impact of Generative AI and digital learning tools on student engagement and academic achievement in middle school classrooms. With the rapid integration of AI technologies like ChatGPT and educational tools such as learning management systems and gamified apps, the research aims to understand how these innovations affect student motivation, participation, and academic outcomes. A mixed methods approach was employed, involving surveys of 200 middle school students, academic performance records, and classroom observations. The results reveal strong positive correlations between the use of AI tools, student engagement, and academic performance. The study highlights how personalized, interactive learning experiences facilitated by AI enhance cognitive, emotional, and behavioural engagement, leading to improved academic outcomes. Findings emphasize the potential of digital tools to support differentiated instruction and foster student-centered learning, offering actionable insights for educators and policymakers in integrating technology to optimize educational practices in middle school settings.

The actuality of ongoing research witnesses that integration of digital tools into academic writing has been demonstrated to significantly enhance students' writing skills across various educational levels. Instruments such as automatic grammar checkers, reference management systems, plagiarism detection software, and collaboration platforms support students in creating more organized and academically compliant writing. This digital transformation not only contributes to the technical improvement of writing skills but also enhances educational accessibility, offering broader opportunities for students from diverse backgrounds to develop their abilities. Moreover, AI technologies, including AI-driven digital writing assistants, further improve the quality of writing by reducing grammatical errors and expanding vocabulary. The mission of ongoing research aims to fulfill three interconnected goals, such as: firstly, to present types of academic writing most frequently applied during shaping writing skills for university learners; secondly, demonstrate on practice the example of the thesis of the jurisprudence section from the collection of works on the theme “The Right to Inclusive Education and its Provision in the Civil Law Field”; thirdly, to evaluate the impact of artificial intelligence on academic writing skills development. The research findings have revealed that despite the substantial advantages that digital tools offer, there are potential downsides. An over-reliance on technology may hinder the development of essential analytical skills and creativity, which are crucial components of effective writing. As a result, the wider implications for digital literacy curricula underscore the need for a balanced approach. Digital tools should be integrated thoughtfully, accompanied by clear guidance to ensure they enhance rather than replace critical thinking and creative writing skills. Additionally, professional development for educators is vital to ensure they are well-equipped to help students use these tools effectively, fostering both technical proficiency and independent, creative thought. As a recommendation, the research advocates for a careful integration of digital tools, stressing that these resources should augment fundamental academic writing skills rather than replace them. Furthermore, digital literacy training is essential, especially for students with limited access to technology. It is crucial for educational institutions to provide digital literacy training, enabling students to effectively leverage digital tools to enhance their academic writing capabilities

Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning tools usable in instruction is still urgent. The TWIND project develops digital learning tools for teacher education and evaluates them in a quasi-experimental design. The present work investigates the usability and application of these newly developed tools. Sixty-three trainee teachers worked independently over four weeks with one of two digital learning tools, focusing on either ‘Multilingualism in Classrooms’ or ‘Professional Communication in Classrooms.’ This study includes a pre-post-test of pedagogical knowledge facets as well as student and instructor ratings on the digital tools. The digital learning tools led to a positive change in the respective target facets of pedagogical knowledge. The student and instructor feedback reflected positively on the usability and usefulness of the new digital tools. Based on these findings, the limitations of the study as well as implications for further research and teacher education practice have been outlined.

BackgroundMental health disorders pose a significant challenge in low- and middle-income countries (LMICs), contributing substantially to the global disease burden. Despite the high prevalence of these disorders, LMICs allocate less than 1% of health budgets to mental health, resulting in inadequate care and a severe shortage of professionals. Stigma and cultural misconceptions further hinder access to mental health services. These challenges are present in Bangladesh, with high prevalence rates of depression and anxiety, as well as a centralized and underresourced mental health care system. Digital tools, such as smartphone apps and online platforms, offer innovative solutions to these challenges by increasing accessibility, cost-effectiveness, and scalability of mental health interventions.ObjectiveThis study aims to characterize the views around digital tools for mental health among residents of Korail (a major slum in Dhaka, Bangladesh), including the use of smartphones, and investigate acceptable digital tools and barriers and facilitators for digital mental health tools.MethodsA total of 8 focus group discussions were conducted with 38 participants, including individuals with serious mental disorders and their caregivers. The focus group discussions were guided using a semistructured topic guide, which included broad questions on smartphone usage to contextualize digital access, primarily focusing on perceptions of using mobile technology for mental health care. Focus groups were held in Bangla, audio recorded, and transcribed and translated in English. Data were analyzed using thematic analysis in NVivo 14.ResultsParticipants (mean age 37 y, SD 13.7) were mostly female (30/38, 79%), and 45% (17/38) personally owned smartphones, although 92% (35/38) reported smartphone access within the household. The findings revealed a general lack of awareness and understanding of digital mental health tools among slum residents. However, there was a notable appetite for these tools; participants recognized their potential to provide timely and cost-effective support, reduce hospital visits, and make health care more accessible. Participants highlighted the convenience and communication benefits of smartphones but expressed concerns about misuse such as excessive use, particularly among adolescents. Barriers to the utilization of digital mental health tools included limited technological literacy and accessibility issues. Despite these challenges, participants acknowledged the potential of these tools to bridge the gap in mental health services, especially for those unable to travel. The importance of providing proper guidance and education to maximize the effectiveness of digital tools was emphasized.ConclusionsDigital mental health tools hold promise for improving mental health care in underserved slum communities. This study underscores the need for further research and investment in tailored digital mental health solutions to address the unique needs of slum populations in LMICs.

Introduction: despite its critical role in academic success, academic writing remains underdeveloped among Indonesian university students, largely due to traditional pedagogies and lack of digital integration. This study aimed to develop and validate WENNY—an e-module integrating digital literacy to enhance academic writing skills within an Outcome-Based Education (OBE) framework. Method: a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate) was employed. Needs analysis, expert validation (material, media, language), and student usability testing were conducted with 120 participants from three Indonesian universities. Data were analyzed using descriptive statistics and thematic analysis. Results: WENNY achieved “very valid” scores from experts (material: 92 %, media: 90 %, language: 88 %) and “very practical” from students (89 %). Key features include interactive writing tasks, automated grammar feedback, citation management tutorials, and OBE-aligned competency checklists. Students reported improved confidence in structuring academic texts and using digital tools. Conclusions: WENNY effectively bridges the gap between digital literacy and academic writing, offering a scalable, OBE-compliant solution for higher education. Future studies should test its efficacy in longitudinal and cross-cultural contexts.

The integration of digital learning tools is increasingly shaping modern education, driven by technological advancements and the need for interactive teaching methods. These tools are believed to enhance student engagement and motivation, particularly in foundational subjects like Science and Social Studies. This study examines the relationship between digital learning tools and student motivation among Grade 3 learners, employing a non-experimental, cross-sectional survey design with 30 participants from two elementary schools. The research assesses two key variables: the use of digital learning tools and student motivation levels, measured through a standardized motivation questionnaire, classroom records, and teacher reports. Findings reveal a statistically significant association between digital tool usage and higher motivation levels (p = 0.006). The odds ratio of 4 suggests that students using digital tools are four times more likely to exhibit high motivation than those relying on traditional methods. These results highlight the potential of digital learning tools to enhance student engagement and underscore the need for their integration into educational practices. However, the study acknowledges its limitations, such as its cross-sectional design. Despite this, the findings provide valuable insights for educators and policymakers seeking to improve teaching strategies and student outcomes through technology integration in elementary education.

This study explored the effectiveness of innovative digital tools for assessing language proficiency and providing feedback in ESL settings. The study employed a mixed-method design, with quantitative data from pre- and post-tests, while qualitative data were obtained through interviews and classroom observation. It has involved 60 ESL students in the current study and exposed them to some digital assessment tools through a six-week trial, while qualitatively it interviews 15 students and 6 ESL teachers about their experiences regarding the digital assessment tools. The quantitative test results showed that the sets of language proficiency improved more significantly. More importantly, the survey data indicated that the majority of the students found the digital tools to be easy to use and helpful to learn from, especially in terms of immediate feedback. This was followed by individual positive experiences about personalized feedback and the growing enthusiasm of students in using digital assessment, amidst difficulties experienced due to technical glitches or probable problems in adapting. The study concluded that digital tools effectively improved the language proficiency of ESL learners while making the process of feedback not cumbersome.

BackgroundHypertension, one of the most common cardiovascular conditions worldwide, necessitates comprehensive management due to its association with multiple health risks. Effective control often involves lifestyle changes and continuous monitoring, yet many individuals struggle to adhere to traditional management approaches. Digital health tools are emerging as promising alternatives, offering remote monitoring and real-time support. This study focuses on evaluating a digital tool specifically designed for hypertension management, analyzing its effectiveness, and gathering user perspectives on its functionality and impact.ObjectiveThe primary objective of this study is to assess the effectiveness of a digital health tool in managing hypertension. Additionally, the study aims to understand user experiences and satisfaction levels to gauge the tool’s acceptance and potential for long-term use. By analyzing data from a large cohort, we seek to determine whether the tool can contribute to meaningful reductions in blood pressure and support sustained engagement over time.MethodsThe study includes a cohort of 5136 participants who used the digital hypertension management tool. This tool provides continuous blood pressure monitoring, real-time feedback, and personalized health recommendations, which are crucial for tailored intervention. Participants recorded their blood pressure values over time, and we tracked retention rates to measure adherence. An online survey was administered to gather user feedback, focusing on ease of use, satisfaction levels, and perceived health benefits.ResultsOur analysis indicates a significant reduction in blood pressure values among users, with a positive correlation observed between the duration of use and the extent of blood pressure reduction. We performed a 1-sided Wilcoxon Rank Sum test to compare systolic blood pressure values in the first and last biweekly use intervals, and descriptive statistics were used to assess survey responses. High retention rates were observed, with 2583 (50.3%) participants using the tool after 1 year. Survey responses revealed high satisfaction, with users highlighting the tool’s ease of use and noting reduced anxiety related to blood pressure management. These results suggest that users found the digital tool both effective and convenient.ConclusionsThis study demonstrates the potential benefits of digital health tools in managing hypertension, emphasizing their ability to engage users over long periods and support blood pressure reduction. The high satisfaction rates and positive user feedback underscore the importance of user-centered design in creating effective health interventions. Overall, the findings suggest that digital tools, when designed with a focus on user experience, could be a valuable component in hypertension management strategies, complementing traditional health care approaches.

Digital health tools have potential to reduce health disparities for persons with dementia and their family care partners (i.e., dementia dyads). We aimed to promote digital health equity through engaging stakeholders to identify priorities and suggestions for refinements to digital health tools. We convened a council, “Memory Research Partners in Caring and Technology” comprised of three dementia dyads, two care partners, and 10 community members with experience as research partners. The council met six times over seven months. Methods of engagement included: a) delivering preparatory educational materials and hosting guest speakers; b) World Café participatory methods and small group discussions using Google jamboards; and c) individual consultations with partners for additional input. Data was analyzed using rapid qualitative analysis and member checking with research partners. We evaluated engagement methods with a research partner survey and analyzed responses using descriptive statistics. Research partners identified key priorities for equitable refinement of digital health tools, including: 1) Communicating with dementia dyads based on their preferences; 2) Creating user-friendly patient portals; 3) Ensuring digital health tools offer dementia dyads convenience; 4) Providing technology supports; and 5) Facilitating connection to community resources. Stakeholder feedback regarding project engagement indicated majority strongly agreed their input was accurately heard (69%); communication and scheduling was accommodating (77%); they contributed to the research project (69%); and they gained new knowledge on digital tools (54%) and dementia (85%). Research partner insights and ongoing member checking will inform future next steps towards improving dementia care coordination and communication using digital tools.