Innovating Narratives Or Stifling Creativity? Assessing The Impact Of Generative Pre-Trained Transformer (GPT) On Science Fiction Writing Skills Among Master Students In Algeria

Abstract

After its release on November 2022, Generative Pre-Trained Transformer (GPT) technology (henceforth ChatGPT) as the first rising AI tool, has profoundly invaded our classrooms becoming the unavoidable reality for both students and teachers. Beyond its disruptive impact that led to divided attitudes about embracing or denying it, this study explores its integration into the creative writing process of Algerian Master students, specifically within the genre of science fiction (SF), to understand its impacts on fostering the imaginative capabilities of Algerian Master students. This research juxtaposes the narrative outputs of students utilizing GPT (Experimental Group) against those relying only on traditional writing methods (Control Group) by employing a mixed-methods approach that combines quantitative statistical analysis with an exploratory rubric-based evaluation. The findings indicate that GPT integration significantly enhances imaginative writing skills, thematic exploration, scientific integration, and plot development participants, as affirmed by higher performance scores in the Experimental Group across all evaluated criteria. These results suggest that GPT can act as a catalyst for creative and scientific thought, challenging concerns about the potential stifling of creativity or over-reliance on technology. Thus, the paper contributes to the discourse on AI in higher education by providing empirical evidence that approves the positive impact of GPT on creative writing, offering insights into its pedagogical potential, and highlighting the importance of a balanced approach to implicating AI technologies in educational settings in Algerian higher education. The research advocates for further exploration into effectively integrating such technologies across various educational contexts. On further notice, the chapter finally reflects on the ethical ramifications resulting from generative AI implementation that our dedicated teachers have to consider for the sake of their appropriateness and support as well.