Abstract
With research proving the value of intensive tutoring for learners to improve their results but university educators often being limited in time and numbers, harnessing large language models (LLM) to bridge this gap and provide more support appears to be an auspicious solution. One promising avenue for this is students’ training in writing, since producing coherent texts is a strength of LLMs. To explore how university students and teachers perceive the quality of ChatGPT-generated reviews, a study was conducted in the frame of a university course on scientific writing for IT students, identifying the potential benefits but also the weaknesses of using ChatGPT as a reviewer for university students’ scientific texts.
Paper Type
Full Paper
DOI
10.62036/ISD.2025.124
ChatGPT-Generated Reviews for University Students’ Papers – How are they Perceived?
With research proving the value of intensive tutoring for learners to improve their results but university educators often being limited in time and numbers, harnessing large language models (LLM) to bridge this gap and provide more support appears to be an auspicious solution. One promising avenue for this is students’ training in writing, since producing coherent texts is a strength of LLMs. To explore how university students and teachers perceive the quality of ChatGPT-generated reviews, a study was conducted in the frame of a university course on scientific writing for IT students, identifying the potential benefits but also the weaknesses of using ChatGPT as a reviewer for university students’ scientific texts.
Recommended Citation
Staegemann, D. & Turowski, K. (2025). ChatGPT-Generated Reviews for University Students’ Papers – How are they Perceived?In I. Luković, S. Bjeladinović, B. Delibašić, D. Barać, N. Iivari, E. Insfran, M. Lang, H. Linger, & C. Schneider (Eds.), Empowering the Interdisciplinary Role of ISD in Addressing Contemporary Issues in Digital Transformation: How Data Science and Generative AI Contributes to ISD (ISD2025 Proceedings). Belgrade, Serbia: University of Gdańsk, Department of Business Informatics & University of Belgrade, Faculty of Organizational Sciences. ISBN: 978-83-972632-1-5. https://doi.org/10.62036/ISD.2025.124