Trusting Each Other, Trusting Machines: Undergraduate Students' Perceptions of Copresence Afforded by Writing Technologies, Networked Platforms, and Generative AI in Their Academic Writing Practices.
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| 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. |
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| 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] |
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| Database: | Education Research Complete |
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| 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] |
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| ISSN: | 17565839 |
| DOI: | 10.3138/wap-2025-0004 |
