Perplexity AI as a teaching strategy to foster creative writing in high school

Abstract

In recent years, the implementation of Artificial Intelligence (AI) has become a crucial tool for enhancing teaching and learning processes, such as creative writing in high school. This study examined whether the implementation of the AI tool Perplexity improves creative writing compared to traditional methods, based on the following dimensions: text presentation, writing process, and adherence to writing conventions. The research employed a quantitative approach with a quasi-experimental design. To collect data, a pretest and a posttest were administered to the experimental and control groups, with a total sample of 61 participants. Data collection lasted four weeks, and the data were analyzed using repeated-measures ANOVA with the JASP software. The results show significant differences between the groups due to the use of the Perplexity tool, which enhanced efficiency, speed, and clarity in the writing process. Evidence was found of enhanced creative writing across the assessed dimensions, with notable improvements in the experimental group; conversely, the control group showed a significant decline. Finally, the Perplexity AI is considered a teaching strategy capable of enhancing creative writing, provided it is used responsibly and appropriately.