Artificial Intelligence Applications and Their Role in Supporting Scientific Research and Improving Academic Productivity among Female Graduate Students at the University of Hail

Abstract

The integration of artificial intelligence (AI) applications in academic writing has become essential for enhancing research quality, improving efficiency, and increasing productivity. This study investigated the extent to which female postgraduate students at the University of Ha’il utilize AI applications to develop academic writing in scientific research and identified obstacles hindering their use. A descriptive survey methodology was employed, using a questionnaire administered to 352 female postgraduate students. Findings revealed that students’ use of AI applications for academic writing was moderate, whereas obstacles were reported at a high level.
The most prominent barriers included the absence of instructional guidelines and limited digital and technical competencies. No statistically significant differences were observed across questionnaire dimensions based on field of study (science vs. humanities). However, statistically significant differences in AI application usage appeared among students who had attended 4-6 training courses, compared with those who attended ≤3 or >7 courses. By contrast, no statistically significant differences in obstacles emerged based on training attendance, suggesting that challenges remain consistent across all groups regardless of technical training level.
The study recommends designing specialized training programs to enhance students’ proficiency in using AI applications, particularly chatbots, to support academic writing development.