An Investigation into ChatGPT's Application for a Scientific Writing Assignment

The college-level integration of generative artificial intelligence presents new opportunities and challenges as educators explore the potential of artificial intelligence technologies to enhance learning experiences and academic outcomes. In this study, we investigate and assess the impact of integrating ChatGPT, a generative artificial intelligence tool, into an inorganic chemistry classroom for an 8-page writing assignment on selected elements from the periodic table. This study explores student experiences, perceptions, and the utility of ChatGPT across different stages of the writing process, considering its role in idea generation, topic verification, proofreading, and editing while also investigating student opinions on the ethics of using ChatGPT in academic writing. This study's results reveal positive student experiences and perceptions of integrating ChatGPT for a writing-intensive assignment, showcasing its effectiveness in idea generation, topic verification, proofreading, and editing.