academic reading

Postgraduate readers used AI critiques in different ways, with original-source checking remaining essential

Haoming Lin, Wei Wei, Bin Zou, Ying Zheng

Discover Computing

An observational study followed 53 postgraduate readers as they revised critiques of academic articles using generated reviews, a chatbot and the original paper. Screen recordings and interviews revealed different patterns of reliance, re-reading and dialogue that varied with the perceived difficulty of the task. The study explains how AI-supported reading can unfold, but without a non-AI comparison or independent transfer assessment it does not establish that the tool improved critical-reading ability.