How can students use artificial intelligence as a learning tool without compromising their own academic development? That is the question three researchers at Noroff University College set out to explore in a research paper that has already gained significant international recognition.
Generative artificial intelligence has transformed the way we write, learn, and work in a remarkably short time. At the same time, it has sparked an important discussion across higher education: How can students use tools like ChatGPT responsibly without replacing the critical thinking and writing skills they are meant to develop?
These questions form the foundation of the research article Addressing the Use of Generative AI in Academic Writing, written by Johan van Niekerk, Petrus M. J. Delport, and Iain Sutherland of Noroff University College. The paper was published in the international journal Computers and Education: Artificial Intelligence and has been cited more than 100 times by researchers in a relatively short period.
Supporting Learning, Not Replacing It
Rather than investigating how AI can make writing easier, the researchers wanted to explore how the technology can be used to strengthen learning.
As part of the study, students first used ChatGPT to generate an academic text. They then critically evaluated the AI-generated content, identifying weaknesses, assessing its quality, and comparing it against academic standards. The goal was to help students develop a deeper understanding of both the opportunities and the limitations of generative AI.
The findings suggest that this approach can help students become more aware of when AI is a valuable tool—and when they need to rely on their own knowledge, judgement, and academic skills.
Research on a Topic That Matters Across Higher Education
Since the launch of ChatGPT, universities and colleges around the world have been rethinking how artificial intelligence is changing teaching, learning, and assessment.
Johan van Niekerk, Petrus M. J. Delport, and Iain Sutherland conduct research at the intersection of technology, learning, and higher education. Through their work, they aim to provide knowledge that helps both educators and students use emerging AI technologies in responsible and pedagogically effective ways.
The fact that the article has already been cited by researchers across a wide range of academic disciplines highlights the growing demand for research that offers practical insights into the challenges and opportunities created by generative AI in education.
For the researchers, the goal is not to argue for or against artificial intelligence, but to better understand how it can be used in ways that genuinely enhance learning.