Partnering with generative AI to write: The case for research with AI as pedagogy: ‘Staring into nothingness, forever, or...'

Abstract

Among much of the speculation around generative artificial intelligence (GenAI) are oft-repeated concerns about automation and the erosion of human agency, both for teachers and students (Bartoletti, 2022). This may be further extended to the research culture surrounding notions of plagiarism, as publishers use AI to detect authorship by AI. This is an antiquated publication system which relies on Humans-in-the-Loop (that is, any protocol which has human oversight) for peer review, but which itself is flawed. However, in this article the author wants to amplify ‘GenAI in research’ as a pedagogical innovation which emphasises the part of process over product in research.