Delegating Before Learning: Where Generative AI Sits in Students' Professional Communication

arXiv:2608.28837v1 Announce Type: cross Abstract: We conducted an interview study with twelve students on their use of generative AI in academic communication. Students delegated professional messages to AI most where the pressure to sound professional is highest: email to instructors and administrators. AI involvement ranged from correcting the writer's own text to working out and writing the message outright, and students checked AI-written text against two criteria: whether it looks like AI and whether it sounds like them. Building on these findings, we model the AI-mediated process of writing a student--instructor email at the highest level of involvement we observed, and compare it with an unaided model of writing the same messages, built from participants' accounts and a classic model of the writing process. Three differences emerge: the learning loop that builds writing skill is removed, the message is no longer written for its specific recipient, and the confidence a successful exchange returns goes to using the system rather than to the writer's own ability. From these differences we derive two risks, that individual capacities never form and that authenticity and trust in communication become work. Design can respond to both but is unlikely to be enough, so the risks also need research and policy attention.

Abstract:We conducted an interview study with twelve students on their use of generative AI in academic communication. Students delegated professional messages to AI most where the pressure to sound professional is highest: email to instructors and administrators. AI involvement ranged from correcting the writer's own text to working out and writing the message outright, and students checked AI-written text against two criteria: whether it looks like AI and whether it sounds like them. Building on these findings, we model the AI-mediated process of writing a student--instructor email at the highest level of involvement we observed, and compare it with an unaided model of writing the same messages, built from participants' accounts and a classic model of the writing process. Three differences emerge: the learning loop that builds writing skill is removed, the message is no longer written for its specific recipient, and the confidence a successful exchange returns goes to using the system rather than to the writer's own ability. From these differences we derive two risks, that individual capacities never form and that authenticity and trust in communication become work. Design can respond to both but is unlikely to be enough, so the risks also need research and policy attention.

Human-Computer Interaction (cs.HC); Artificial Intelligence (cs.AI)

arXiv:2608.28837 [cs.HC]

(or arXiv:2608.28837v1 [cs.HC] for this version)

https://doi.org/10.48550/arXiv.2608.28837 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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Delegating Before Learning: Where Generative AI Sits in Students' Professional Communication

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