Comparing the Impact of AI-Assisted Writing and Traditional Support Services on Academic Achievement in Philosophy Courses

This study explores the effects of AI-assisted writing tools, specifically generative AI, on student academic achievement in philosophy courses compared to traditional writing support services like the college writing center. Approximately one hundred students from two community colleges in Michigan, USA participated in the study, which compared subjective reports, paper evaluations, exam scores, homework average, and class participation between those who utilized generative AI, those who sought assistance from the writing center, and those who did neither. The primary investigator obtained IRB exemption status for the research, allowing the study to proceed without initially informing students of their participation and debriefing taking place after the analyses. Additionally, assignments designed to improve students' note-taking skills and use of AI tools were incorporated into the curriculum. The results of this study were intended to help determine whether AI tools like ChatGPT can support students in developing term papers and comprehending the relevant material relative to traditional academic support.