Level of Perceived Challenges, Opportunities, and Acceptance of AI Writing Tools in Creative Writing Subjects Among Grade 12 HUMSS Students

Document Types

Paper Presentation

School Name

Adamson University

Track or Strand

Humanities and Social Science (HUMSS)

Research Advisor (Last Name, First Name, Middle Initial)

Cabia-an, John Gabriel L.

Start Date

25-6-2025 10:30 AM

End Date

25-6-2025 12:00 PM

Zoom Link/ Room Assignment

https://zoom.us/j/92672219055?pwd=omqbcbIQdkFT4AEGXSTVit7ZX6kQBG.1 Meeting ID: 926 7221 9055 Passcode: 679533

Abstract/Executive Summary

This study explored the levels of perceived challenges, opportunities, and acceptance of AI writing tools among Grade 12 HUMSS students. AI writing tools were slowly becoming relevant in academic settings, particularly in writing-intensive fields, as they significantly enhanced the writing process for learners. However, the integration of AI into the education system posed both challenges and opportunities, particularly in writing-intensive subjects, where the learning potential of AI writing tools had to be weighed against concerns such as academic integrity and the need to develop critical thinking skills. Using descriptive research design, data were collected from 85 randomly sampled Grade 12 HUMSS students who had studied Creative Writing and Creative Nonfiction through electronic surveys. The findings indicated that AI tools posed "Very Low Challenges" in terms of Perceived Ease of Use and Perceived Usefulness, with "Moderately Low Opportunities" in terms of Perceived Ease of Use and "Very Low Opportunities" in terms of Perceived Usefulness. Based on these findings, the study inferred a neutral level of acceptance toward the use of AI writing tools in their Creative Writing subjects.

Keywords

artificial intelligence; creative writing; creative nonfictions; perceived ease of use; perceived usefulness; education

Research Theme (for Paper Presentation and Poster Presentation submissions only)

21st Century Learning and Innovations (CLI)

Statement of Originality

yes

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Jun 25th, 10:30 AM Jun 25th, 12:00 PM

Level of Perceived Challenges, Opportunities, and Acceptance of AI Writing Tools in Creative Writing Subjects Among Grade 12 HUMSS Students

This study explored the levels of perceived challenges, opportunities, and acceptance of AI writing tools among Grade 12 HUMSS students. AI writing tools were slowly becoming relevant in academic settings, particularly in writing-intensive fields, as they significantly enhanced the writing process for learners. However, the integration of AI into the education system posed both challenges and opportunities, particularly in writing-intensive subjects, where the learning potential of AI writing tools had to be weighed against concerns such as academic integrity and the need to develop critical thinking skills. Using descriptive research design, data were collected from 85 randomly sampled Grade 12 HUMSS students who had studied Creative Writing and Creative Nonfiction through electronic surveys. The findings indicated that AI tools posed "Very Low Challenges" in terms of Perceived Ease of Use and Perceived Usefulness, with "Moderately Low Opportunities" in terms of Perceived Ease of Use and "Very Low Opportunities" in terms of Perceived Usefulness. Based on these findings, the study inferred a neutral level of acceptance toward the use of AI writing tools in their Creative Writing subjects.

https://animorepository.dlsu.edu.ph/conf_shsrescon/2025/paper_cli/8