Level of Education of Students Involved

Graduate

Faculty Sponsor

Selina Bartels

Presentation Type

Oral Presentation

Symposium Date

Spring 4-30-2026

Abstract

This action research study examines the impact of frequent use of abbreviations, emojis, and artificial intelligence tools on students' ability to write academically and think critically. As digital communication moves to reshape how students express themselves, many rely on shorthand language and responses generated by artificial intelligence, which influences their independent writing skills and depth of thought.

The central research question for this study is: How does access to abbreviations, emojis, and artificial intelligence tools affect students' ability to write and think critically using academic language.

Participants included approximately 58 tenth grade students from three U.S. History classes at West Side Leadership Academy in Gary, Indiana. Due to absences and incomplete submissions, 45 student samples were included in the final analysis. This study is a mixed methods design, which incorporates a baseline independent writing assessment and artificial intelligence assisted writing task. Student writing samples are evaluated using a structured rubric focusing on grammar, spelling, organization, and the use of academic language. Data also comes from student reflections, surveys and teacher observations.

Data is studied comparing the means of student writing scores and identifying patterns in student behavior and writing performance. The results of this research aim to contribute to a deeper understanding of how digital communication habits influence students' academic writing and ability to think critically. This study also examines how educators can support students in developing strong, independent writing skills in a technologically dominated environment. This research is especially relevant in secondary education settings where students rely heavily on digital tools, which raises the importance about academic integrity and cognitive independence.

For Artistic Presentations

Angela Hamblin Blakely is a secondary U.S. History teacher at West Side Leadership Academy in Gary, Indiana at West Side Leadership Academy in Gary, Indiana, and a graduate student at Valparaiso University. She holds a degree in African American World Studies with a minor in English from the University of Iowa. A former Division 1 athlete and WNBA draftee, she is passionate about student growth. Her research on AI and writing stems from classroom observations of students' reliance on technology. 

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