Trusting Each Other, Trusting Machines: Undergraduate Students' Perceptions of Copresence Afforded by Writing Technologies, Networked Platforms, and Generative AI in Their Academic Writing Practices.
Saved in:
| Title: | Trusting Each Other, Trusting Machines: Undergraduate Students' Perceptions of Copresence Afforded by Writing Technologies, Networked Platforms, and Generative AI in Their Academic Writing Practices. |
|---|---|
| Authors: | Bowen, Tracey1 (AUTHOR) tracey.bowen@utoronto.ca, Maddalena, Kate1 (AUTHOR) kate.maddalena@utoronto.ca, Whithaus, Carl2 (AUTHOR) cwwhithaus@ucdavis.edu |
| Source: | Writing & Pedagogy. Dec2025, Vol. 16 Issue 2, p164-187. 24p. |
| Subject Terms: | *Generative artificial intelligence, *Teaching methods, *Peer review of students, *Academic discourse, Trust, Mutualism, Cooperation, Digital technology |
| Abstract: | This article examines how students use and perceive digital writing tools, including chat platforms and generative AI, within academic writing environments. It describes a qualitative study of 15 undergraduate students in guided focus group discussions. In a grounded theory analysis of focus group transcripts, the researchers explored undergraduates' sense of copresence—their perception of support through both human interaction with both peers and instructors and AI technologies during their writing processes. Findings reveal that students' trust in both peer feedback and AI assistance plays a crucial role in their writing, shaping their decisions about which tools to use and how they integrate human and AI feedback in the development and revisions of their writing. The study sheds light on students' nuanced understanding of the affordances and limitations of multimodal chat platforms and generative AI technologies. We conclude by highlighting the need for pedagogical practices that support students' choice of tools when collaborating in digital spaces. We suggest future research directions that will enable us to better understand how copresence and trust influence students' writing in these contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 190496263 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Trusting Each Other, Trusting Machines: Undergraduate Students' Perceptions of Copresence Afforded by Writing Technologies, Networked Platforms, and Generative AI in Their Academic Writing Practices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bowen%2C+Tracey%22">Bowen, Tracey</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tracey.bowen@utoronto.ca</i><br /><searchLink fieldCode="AR" term="%22Maddalena%2C+Kate%22">Maddalena, Kate</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kate.maddalena@utoronto.ca</i><br /><searchLink fieldCode="AR" term="%22Whithaus%2C+Carl%22">Whithaus, Carl</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> cwwhithaus@ucdavis.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. Dec2025, Vol. 16 Issue 2, p164-187. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Generative+artificial+intelligence%22">Generative artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink><br /><searchLink fieldCode="DE" term="%22Mutualism%22">Mutualism</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article examines how students use and perceive digital writing tools, including chat platforms and generative AI, within academic writing environments. It describes a qualitative study of 15 undergraduate students in guided focus group discussions. In a grounded theory analysis of focus group transcripts, the researchers explored undergraduates' sense of copresence—their perception of support through both human interaction with both peers and instructors and AI technologies during their writing processes. Findings reveal that students' trust in both peer feedback and AI assistance plays a crucial role in their writing, shaping their decisions about which tools to use and how they integrate human and AI feedback in the development and revisions of their writing. The study sheds light on students' nuanced understanding of the affordances and limitations of multimodal chat platforms and generative AI technologies. We conclude by highlighting the need for pedagogical practices that support students' choice of tools when collaborating in digital spaces. We suggest future research directions that will enable us to better understand how copresence and trust influence students' writing in these contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190496263 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/wap-2025-0004 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 164 Subjects: – SubjectFull: Generative artificial intelligence Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Peer review of students Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Trust Type: general – SubjectFull: Mutualism Type: general – SubjectFull: Cooperation Type: general – SubjectFull: Digital technology Type: general Titles: – TitleFull: Trusting Each Other, Trusting Machines: Undergraduate Students' Perceptions of Copresence Afforded by Writing Technologies, Networked Platforms, and Generative AI in Their Academic Writing Practices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bowen, Tracey – PersonEntity: Name: NameFull: Maddalena, Kate – PersonEntity: Name: NameFull: Whithaus, Carl IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17565839 Numbering: – Type: volume Value: 16 – Type: issue Value: 2 Titles: – TitleFull: Writing & Pedagogy Type: main |
| ResultId | 1 |
