Cognitive Scaffolding in AI-Assisted Writing: An Empirical Study of Human Creativity and Content Authenticity

Article Sidebar

PDF
Issue
Vol. 2 No. 1 (2026): Engineering and Technological Innovation for Sustainable Systems and Industrial Efficiency
Published: Jun 2, 2026
Keywords:
Keywords: Artificial Intelligence, AI-Assisted Writing, Cognitive Scaffolding, Human Creativity, Content Authenticity, Writing Cognition, Human–AI Collaboration, SEM

Main Article Content

Sheik Mohamed S H
S.A. College of Arts and Science, Chennai, Tamil Nadu, India.
M Nirmala
Vels Institute of Science, Technology and Advanced Studies, Chennai, Tamil Nadu, India.
S Makesh
SRM Institute of Science and Technology (S&H), Ramapuram, Chennai, Tamil Nadu, India

Abstract

Artificial Intelligence (AI) has significantly transformed the landscape of academic and professional writing by offering intelligent support in idea generation, content organization, language refinement, and editing. AI-assisted writing tools such as ChatGPT, Gemini, Perplexity, and QuillBot are increasingly used as cognitive support systems that reduce mental effort and improve writing productivity. However, concerns regarding originality, plagiarism, misinformation, and overdependence on AI-generated content continue to raise ethical and academic challenges. The present study examines the influence of AI-assisted writing on writing cognition and content authenticity through the concept of Human–AI Synergy. The study adopted a quantitative research design using a structured questionnaire distributed among 30 respondents, including students, teachers, and content writers familiar with AI writing tools. Statistical techniques such as Percentage Analysis, Chi-Square Test, Correlation Analysis, One-Way ANOVA, and exploratory Structural Equation Modeling (SEM) were employed for data analysis. The findings reveal that AI tools positively influence writing cognition by enhancing brainstorming, idea organization, productivity, and language quality. SEM results confirmed significant relationships between Human–AI Synergy, Writing Cognition, and Content Authenticity. The study also emphasizes that while AI improves writing efficiency, human creativity, ethical judgment, and critical evaluation remain essential to ensure originality and authenticity in writing practices. The study concludes that AI should be viewed as a collaborative cognitive partner rather than a replacement for human intellectual effort. Effective integration of AI in writing requires ethical awareness, institutional guidelines, and responsible human supervision to balance technological assistance with creativity and academic integrity.

Article Details

How to Cite
S H, S. M., Nirmala, M., & Makesh, S. (2026). Cognitive Scaffolding in AI-Assisted Writing: An Empirical Study of Human Creativity and Content Authenticity. Tech : Journal of Engineering Science, 2(1), 151–162. https://doi.org/10.69836/tech.v2i1.838
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author Biographies

Sheik Mohamed S H, S.A. College of Arts and Science, Chennai, Tamil Nadu, India.

Dr. Sheik Mohamed S.H is an Assistant Professor and Head of the Department of Visual Communication at S.A. College of Arts and Science, Chennai, Tamil Nadu, India. He has academic and research experience in visual communication, media studies, filmmaking, digital media, and artificial intelligence in communication studies. His research interests include AI-assisted communication, media education, and digital storytelling.

M Nirmala, Vels Institute of Science, Technology and Advanced Studies, Chennai, Tamil Nadu, India.

Dr. Nirmala M is an Assistant Professor in the Department of Visual Communication at Vels Institute of Science, Technology and Advanced Studies (VISTAS), Chennai, Tamil Nadu, India. Her areas of interest include media studies, visual culture, communication research, advertising, and digital communication technologies. She actively contributes to academic research and media education.

S Makesh, SRM Institute of Science and Technology (S&H), Ramapuram, Chennai, Tamil Nadu, India

Mr. Makesh S is an Assistant Professor in the Department of Visual Communication at SRM Institute of Science and Technology (S&H), Ramapuram, Chennai, Tamil Nadu, India. His academic interests include visual media production, film studies, digital communication, and emerging media technologies. He is actively involved in teaching and research related to media and communication studies.

References

Ali, J. K., et al. (2023). Exploring the impact of artificial intelligence on teaching and learning in higher education. Education and Information Technologies, 28(9), 11001–11018. https://doi.org/10.1007/s10639-023-11779-3

Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence: Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500

Bommasani, R., et al. (2023). On the opportunities and risks of foundation models. Communications of the ACM, 66(7), 61–68. https://doi.org/10.1145/3597307

Bordalejo, B., Pafumi, D., Onuh, F., Khalid, A. K. M. I., Pearce, M. S., & O’Donnell, D. P. (2025). “Scarlet Cloak and the Forest Adventure”: A preliminary study of the impact of AI on commonly used writing tools. International Journal of Educational Technology in Higher Education, 22(1), 6. https://doi.org/10.1186/s41239-025-00489-3

Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. Education and Information Technologies, 28(8), 9945–9977. https://doi.org/10.1007/s10639-023-11644-3

Cheng, A., Calhoun, A., & Reedy, G. (2025). Artificial intelligence-assisted academic writing: Recommendations for ethical use. Advances in Simulation, 10(1), 22. https://doi.org/10.1186/s41077-025-00310-5

Cotton, D., Cotton, P., & Shipway, J. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148

Dergaa, I., et al. (2023). From human writing to artificial intelligence generated text: Examining the prospects and potential threats of ChatGPT in academic writing. Biology of Sport, 40(2), 615–622. https://doi.org/10.5114/biolsport.2023.125623

Dwivedi, Y. K., et al. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Farrokhnia, M., et al. (2024). A SWOT analysis of ChatGPT in education. Computers and Education: Artificial Intelligence, 5, 100165. https://doi.org/10.1016/j.caeai.2023.100165

Firat, M. (2023). What ChatGPT means for universities: Perceptions of educators and students. Journal of Educational Technology Systems, 52(1), 3–17. https://doi.org/10.1177/00472395231193534

Grassini, S. (2023). Shaping the future of education: Exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692

Holmes, W., et al. (2023). Ethics of AI in education: Towards a community-wide framework. International Journal of Artificial Intelligence in Education, 33(3), 504–526. https://doi.org/10.1007/s40593-023-00308-9

Kasneci, E., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868

Lim, W. M., et al. (2023). Generative AI and ChatGPT adoption: A cross-disciplinary review. Psychology & Marketing, 40(10), 1901–1921. https://doi.org/10.1002/mar.21852

Lo, L. (2023). The CLEAR path: A framework for enhancing information literacy through prompt engineering. Journal of Academic Librarianship, 49(4), 102720. https://doi.org/10.1016/j.acalib.2023.102720

Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., & Ward, E. (2025). Student perceptions of AI-assisted writing and academic integrity in higher education. AI and Ethics, 5(1), 1–14. https://doi.org/10.1007/s43681-024-00464-5

Mekheimer, M. (2025). Generative AI-assisted feedback and EFL writing: A study on proficiency, revision frequency and writing quality. Discover Education, 4, 170. https://doi.org/10.1007/s44217-025-00362-y

OpenAI. (2023). GPT-4 Technical Report. arXiv preprint arXiv:2303.08774. https://doi.org/10.48550/arXiv.2303.08774

Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3, 121–154. https://doi.org/10.1016/j.iotcps.2023.04.003

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9

Sallam, M. (2023). ChatGPT utility in healthcare education, research, and practice: Systematic review on the promising perspectives and valid concerns. Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887

Shidiq, M. (2023). The use of artificial intelligence-based ChatGPT and its challenges for the world of education. Proceedings of the International Conference on Education. https://doi.org/10.2991/978-2-38476-098-5_4

Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 6(3), 355–366. https://doi.org/10.1177/20965311231168423

Tengler, K., & Brandhofer, G. (2025). Exploring the difference and quality of AI-generated versus human-written texts. Discover Education, 4, 113. https://doi.org/10.1007/s44217-025-00305-7

Tlili, A., et al. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x

Tlili, A., Shehata, B., Adarkwah, M. A., et al. (2025). Generative artificial intelligence in education: Recent trends, opportunities and challenges. Educational Technology Research and Development, 73(1), 1–25. https://doi.org/10.1007/s11423-024-10375-8

Yu, H. (2024). Reflection on whether ChatGPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 15, 1181712. https://doi.org/10.3389/fpsyg.2024.1181712

Zawacki-Richter, O., et al. (2024). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 21(1), 8. https://doi.org/10.1186/s41239-024-00445-1