Date of Award
5-2026
Document Type
Thesis
Degree Name
Master of Arts in Human Computer-Artificial Intelligence
First Advisor
Javier Leon
Second Advisor
Jeremiah Ratican
Abstract
The rapid growth of generative artificial intelligence in higher education has introduced new challenges surrounding authorship, academic integrity, and the role of writing in student learning. While institutional responses have often focused on restriction, surveillance, and AI detection, students continue to incorporate AI tools into their writing practices in increasingly normalized ways. This project argues that the issue is not simply whether students use AI, but how they use it and whether that use supports meaningful engagement with the writing process.
This applied project proposes a process-oriented and student-centered framework for the ethical integration of AI into academic writing. Learning from research in composition studies, educational technology, academic integrity, and human-AI collaboration, the project develops a digital toolkit designed to guide students through six stages of writing: brainstorming, outlining, drafting, revising, editing, and reflection. The framework encourages students to engage critically with AI-generated suggestions rather than relying on AI as a substitute for intellectual work.
The project uses a design-oriented applied research methodology that combines theoretical scholarship with practical implementation. In addition to process-based writing guidance, the toolkit incorporates gamification elements such as experience points, streaks, and rank progression in order to encourage consistent engagement with the writing process.
Rather than proposing a purely restrictive response to AI-assisted writing, this project contributes to ongoing discussions about AI in higher education by presenting a literacy-focused approach grounded in reflection, autonomy, and ethical decision-making. The resulting framework demonstrates how institutions might move from reactive policy models toward more constructive forms of AI integration that support student learning while maintaining academic integrity.
Research Highlights
The Problem: Traditional institutional responses to AI in higher education focus on restriction, surveillance, and detection, which fails to address the widespread, normalized use of generative AI by students or provide guidance on ethical integration into the writing process.
The Method: This applied project uses a design-oriented research methodology to develop a student-centered digital toolkit structured around six stages of writing (brainstorming, planning, drafting, revising, editing, and reflection) grounded in composition studies, educational technology, and human-AI collaboration theories.
Qualitative Finding: Effective AI integration depends on students maintaining decision-making authority and critical engagement with AI-generated suggestions rather than passive reliance; AI functions as a collaborative tool that supports metacognitive awareness and intentional revision practices when used as a scaffold for the writing process.
Finding: The project demonstrates that educational institutions can transition from reactive policy models to literacy-focused frameworks by incorporating gamification elements—such as experience points, streaks, and rank progression—to encourage consistent, reflective, and autonomous engagement with academic writing.
Recommended Citation
Landais, Matteo, "Integrating Artificial Intelligence into Academic Writing: Development of a Student-Centered Ethical Toolkit" (2026). Theses. 1741.
https://digitalcommons.lindenwood.edu/theses/1741
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