Effects of Varying LLM Access on Essay Writing Behavior
Investigating the degree to which large language models (LLMs) affect teaching and learning in universities can help identify strategies for integrating LLMs in a way that supports, rather than undermines, student learning outcomes. This study examined how varying levels of LLM assistance affect writing performance, engagement, and perceived authorship. We report a pilot study in which 24 college students were randomly assigned to write a short essay with no LLM access, limited access (<=3 prompts, responses capped at 100 words), or unlimited access. Overall essay quality was statistically indistinguishable across groups. Yet writing behavior and perceived authorship diverged sharply: stu...
| Authors | Julia Christenson, Karin de Langis, Shirley Anugrah Hayati et al. |
|---|---|
| Primary category | cs.CL |
| Published | 29 May 2026 |
| Last updated at source | 29 May 2026 |
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