Applications de l’intelligence artificielle dans l’écriture et la composition universitaires : une revue systématique
DOI :
https://doi.org/10.17533/udea.ikala.355878Mots-clés :
troisième cycle, technologie dans l’éducation, édition, écriture académique, intelligence artificielleRésumé
La relecture et l’édition sont essentielles pour améliorer la qualité des textes. Bien que la littérature soit abondante sur les outils technologiques permettant d’identifier les erreurs sémantiques et lexicales-grammaticales, l’évidence de l’efficacité réelle de l’intelligence artificielle (ia) dans ce processus reste limitée, les études variant en termes de portée et de rigueur. Cette étude examine si les études existantes soutiennent ou contredisent l’hypothèse selon laquelle les applications basées sur l’ia aident à la révision et à la correction des textes dans l’enseignement supérieur. Une analyse a été menée sur les bases des données Scopus et Web of Science, couvrant les articles scientifiques en anglais et en espagnol, publiés entre 2019 et 2024, liés à la rédaction universitaire et à l’utilisation de l’ia dans la correction des textes. La plupart des études ont été exploratoires et descriptives. Une augmentation notable des publications liées à l’ia et à la rédaction universitaire a été observée entre 2022 et 2024, les États-Unis, la Chine, l’Australie et le Canada étant en tête dans ce domaine. Les résultats suggèrent que l’ia améliore la qualité linguistique et le feedback d’information dans le processus de composition. Elles mettent également en évidence des problèmes liés à l’intégrité académique, à la confidentialité des données et à l’incapacité de l’ia pour adresser des erreurs d’écriture complexes. Des liens plus explicites entre l’ia et l’enseignement universitaire sont nécessaires pour compléter les stratégies pédagogiques traditionnelles. Il est urgent de poursuivre les recherches dans ce domaine, car les questions liées à l’accès équitable et à l’intégration responsable sont essentielles à l’utilisation de l’ia pour soutenir le développement de l’écriture académique.
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