Both writing-based and AI-based alternative-ending activities motivated students, though with distinct concerns in each group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Open-response item Q18 showed both groups highly motivated: the control group cited creative freedom, fun and peer interaction, while the experimental group cited novelty, efficiency and educational value of ChatGPT, with concerns about fairness, stress and impersonality. → Andrea Roxana Bellot 2025

Evidence¶

Andrea Roxana Bellot 2025¶

Andrea Roxana Bellot, Mar Gutiérrez-Colón Plana, Katarzyna Agnieszka Baran. (2025). Redefining Literature Education: The Role of ChatGPT in Undergraduate Courses. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-025-00497-3

q2 · i? · causal · r1

Open-ended survey item Q18, reported as qualitative themes in the Results for Q18 section. The experimental group "revealed a generally positive reception towards the inclusion of ChatGPT in their literature class," highlighting novelty, efficiency, and educational value; some worried AI could detract from personal creativity.

"The majority of students in the control group found the activity of writing alternative endings motivating, citing reasons such as the enjoyment of creative freedom, the fun and interactive nature of the task, and the opportunity to explore different perspectives on a classic work like "Animal Farm.""

Discussion¶

Related Claims¶

• Students' main AI challenges are content reliability and depth, and most expect AI to serve as tutor, creative partner, and critical thinking partner rather than mere content generator — related
• Sentiment toward GenAI in the course was 86% positive overall, while ethical concerns generated 62% negative sentiment — related
• Students perceive peer assessment-based game development as fostering deep learning in in-depth thinking, creativity and motivation — related
• Students were far more likely to accept peer-written alternative endings as valid conclusions to the novel than ChatGPT-generated endings — related
• Students trusted the plot plausibility of peer-written alternative endings more than ChatGPT-generated endings — related
• Students rated the game positively, most often citing fun/interactive features, visuals, and new information learned — related