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This study implements and evaluates a structured GenAI-assisted scientific essay writing assignment in nucleic acid biochemistry. Students created, assessed, and iteratively refined ChatGPT essays using feedback and independent literature research, revealing strengths and weaknesses in LLM writing and citation practices. Most students reported improved understanding of GenAI functionality, prompt engineering, and willingness to use additional GenAI applications; however, AI-produced citations were frequently inaccurate, with 26% of references found nonexistent.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementation-and-evaluation-of-a-chatgpt-assisted-special-topics-writing-assignment-in-biochemistry/331884/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementation-and-evaluation-of-a-chatgpt-assisted-special-topics-writing-assignment-in-biochemistry/331884.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-09-21",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",18,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What educational assignment does the study implement in nucleic acid biochemistry?","Question",{"text":113,"@type":114},"The study implements a structured GenAI-assisted scientific essay writing assignment where students create, evaluate, and iteratively refine ChatGPT essays using feedback and independent literature research.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What did students report about their learning from the GenAI-assisted writing experience?",{"text":118,"@type":114},"Most students indicated improved understanding of GenAI functionality and prompt engineering, along with interest in additional GenAI usage and the value of instructional guidance and prompt engineering opportunities.",{"name":120,"@type":111,"acceptedAnswer":121},"What problem did the study identify regarding AI-generated citations?",{"text":122,"@type":114},"Discontentment with AI-produced citations was common, and 26% of supporting references were found to be nonexistent.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},331884,1790437159,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240",".  \n[pubs.acs.org/jchemeduc](pubs.acs.org/jchemeduc)  Article   \nImplementation and Evaluation of a ChatGPT-Assisted Special Topics Writing Assignment in Biochemistry  \nPublished as part of Journal of Chemical Education virtual special issue “Investigating the Uses and Impacts of Generative Artificial Intelligence in Chemistry Education”.  \nManik R. Reddy, Nils G. Walter, * and Yulia V. Sevryugina *  \n Cite This: J. Chem. Educ. 2024, 101, 2740−2748  \nRead Online  \nDownloaded via UNIV OF MICHIGAN ANN ARBOR on August 27, 2024 at 17:55:38 (UTC) . See [https://pubs.acs.org/sharingguidelines](https://pubs.acs.org/sharingguidelines) for options on how to legitimately share published articles  \nACCESS  \n Metrics & More  \n Article Recommendations  \n*sı   \nSupporting Information  \nABSTRACT: The effective and responsible educational application of ChatGPT and other generative artificial intelligence (GenAI) tools constitutes an active area of exploration. This study describes and assesses the implementation of a structured, GenAI-assisted scientific essay writing assignment in nucleic acid biochemistry. Briefly, students created, evaluated, and iteratively refined ChatGPT essays in response to feedback and independent literature research, identifying several strengths and shortcomings of large language model writing and citation practices. The scaffolded assignment structure aimed to prepare students for GenAIassisted writing, and the majority of the class cohort ultimately indicated an improved understanding of GenAI functionality and prompt engineering, as well as interest in additional GenAI usage and applications. Moreover, students valued the instructional guidance on engagement with GenAI tools and the prompt engineering opportunities afforded by this exercise. However, discontentment with AI-produced citations was common, and 26% of supporting references were found to be nonexistent. The content evaluation and prompt generation strategies uncovered here may facilitate successful ChatGPT-guided writing assignmentsin other scientific contexts.  \nKEYWORDS: General Public, Upper-Division Undergraduate, Graduate Education/Research, Communication/Writing, Computer-Based Learning, Biochemistry, Nucleic Acids/DNA/RNA  \n■ INTRODUCTION  \nChat Generative Pretrained Transformer (ChatGPT) is a generative artificial intelligence (GenAI) chatbot1 that has received widespread attention due to its versatility and humanlike responses.2,3 The chatbot illustrates the capabilities of recently developed large language models (LLMs), which utilize deep neural networks to transform user prompts into predicted natural language word sequences.4,5 Several technology companies have responded to the emergence of ChatGPT by launching analogous chatbots,6,7 while ChatGPT functionality has continued to evolve rapidly.4,5,8 Consequently, GenAI chatbots are increasingly utilized in academia as writing, editing, and coding assistants, as well as to generate ideas and summarize literature.9−11  \nThe potential applications of GenAI tools in education have attracted considerable interest and concern. 12−14 GenAI chatbots are being employed to construct tutoring environments customized for individual students, 15, 16 facilitate group activities, enhance language-learning, and assist visually impaired students.17 Educators have suggested that readily obtainable GenAI output may reduce instructor workload and help students create innovative projects, 15 but may also deter learners from pursuing original research. 16 Furthermore, educators have expressed concern that ChatGPT will render  \ntraditional assessment strategies obsolete and hinder accurate evaluation of student performance. 12−18 Additionally, some students may be reluctant to utilize GenAI tools if interactions with chatbots are recorded and utilized by LLM developers.15 More broadly, LLMs are optimized for probabilistic natural language generation rather than informational accuracy, and may therefore yield e","cbCaim6pNDCtPhL7","https://ap.wps.com/l/cbCaim6pNDCtPhL7","pdf",2648219,"English","# Introduction\n## Background and motivation for GenAI in education\n# Abstract and study description\n## Structured GenAI-assisted scientific essay assignment\n## Student workflow, evaluation, and iterative refinement\n# Findings and implications\n## Strengths and shortcomings of LLM writing\n## Citation reliability concerns\n## Potential for adaptation to other scientific contexts","[{\"question\":\"What educational assignment does the study implement in nucleic acid biochemistry?\",\"answer\":\"The study implements a structured GenAI-assisted scientific essay writing assignment where students create, evaluate, and iteratively refine ChatGPT essays using feedback and independent literature research.\"},{\"question\":\"What did students report about their learning from the GenAI-assisted writing experience?\",\"answer\":\"Most students indicated improved understanding of GenAI functionality and prompt engineering, along with interest in additional GenAI usage and the value of instructional guidance and prompt engineering opportunities.\"},{\"question\":\"What problem did the study identify regarding AI-generated citations?\",\"answer\":\"Discontentment with AI-produced citations was common, and 26% of supporting references were found to be nonexistent.\"}]","Implementation and Evaluation of a ChatGPT-Assisted Special Topics Writing Assignment in Biochemistry | PDF",1789995625,23]