Examining the user experience of artificial intelligence tools in academic writing: The perceptions lecturers practices

Abstract

Abstract In academic writing, AI technology has emerged as an innovative solution capable of enhancing the efficiency and quality of students' writing. This study seeks to explore the perspectives of lecturers, who are increasingly interested in and reliant on AI technology to augment the quality of their academic compositions. Furthermore, this study aims to comprehend lecturer' perceptions regarding using artificial intelligence tools in academic writing and how AI technology impacts learning. Grounded in the Technology Acceptance Model (TAM), this research encompasses perceived usefulness, perceived ease of use, attitude towards usage, intention to use behaviour, and actual usage. The study's respondents consist of 10 instructors from three universities in Malang City, Indonesia. First, the research findings indicate that using artificial intelligence tools yields various advantages for lecturer, including grammar checks, plagiarism detection, sentence improvement suggestions, and analyses of content relevance and structural coherence. Second, Instructors positively welcome using AI technology as a supplementary tool to support the learning and research processes; however, concerns about its potential over-dependence might diminish College student abilities to think creatively and critically. The outcomes of this research are expected to inform the development of future interventions aimed at maximizing the benefits of AI technology in education.