creative-writing
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- PaperBritish Journal of Educational Technology20 Apr 2026
Enhancing creative writing with robot– LLM integration: The interplay of embodiment, AI creativity and user engagement
Yuqing Liu, Yao Song
A study with 150 undergraduates found that robot–LLM collaboration boosted originality in creative writing, but human and text-based LLM collaborations excelled in imagery and voice. An 'embodiment paradox' emerged: robot embodiment enhanced creativity with high-creativity AI but didn't match human stylistic expression. User engagement mediated the effects, suggesting balanced integration of embodiment and AI creativity for optimal outcomes.
Original abstract
This study explores the impact of robot–LLM (Large Language Model) integration on collaborative creative writing, focusing on how embodiment and AI creativity influence various aspects of creative output. A total of 150 undergraduate students participated in a structured experimental design with five collaboration conditions: Human–Human (HH), Human–Computer with High‐Creativity LLM (HC), Human–Robot with High‐Creativity LLM (HR), Human–Robot with Low‐Creativity LLM (RL) and Human–Computer with Low‐Creativity LLM (CL). Creativity was assessed through expert ratings and computational analysis of originality, imagery, voice and semantic flow. The results revealed that while the Human–Robot (High‐Creativity LLM) condition significantly enhanced originality, Human–Human and Human–LLM (text‐based) collaborations excelled in imagery and voice. The study identified an ‘embodiment paradox’, where robot embodiment amplified creativity in high‐creativity AI conditions, yet human collaboration remained superior in stylistic expression. Mediation analysis revealed that user engagement acted as a mediator, with embodiment compensating for low‐creativity AI and amplifying the creative process with high‐creativity AI. The findings have important implications for the design of collaborative AI systems, highlighting the need for a balanced integration of embodiment and AI creativity to optimize creative outcomes. This research contributes to our understanding of how human–robot–LLM collaborations can expand creative potential in writing, offering insights for future AI applications in educational and creative industries. Practitioner notes What is already known about this topic? Previous studies have explored the impact of AI in creative collaborations, with a focus on text‐based models like LLMs enhancing writing quality. Embodiment in AI systems, such as humanoid robots, has been shown to affect user engagement and emotional responses, influencing creativity. Human collaboration has traditionally been seen as superior in generating stylistic elements like imagery and voice, while AI excels in originality and idea generation. What this paper adds? This research demonstrates that robot–LLM collaboration significantly boosts originality, particularly when high‐creativity AI is used. The study uncovers the ‘embodiment paradox’, where embodied robots enhance creativity in high‐creativity AI conditions but human collaboration remains superior in stylistic expression. The mediation role of user engagement is explored, showing how embodiment can enhance creative outcomes when AI creativity is low and amplify them when AI creativity is high. Implications for practice and/or policy Educators and trainers can utilize embodied AI systems in creative tasks to increase student or participant engagement and foster more original outputs. Training programmes can be structured to leverage the strengths of both human collaboration and AI, tailoring tasks based on AI's creativity levels for optimal outcomes. Policy around the integration of AI in educational and creative settings should encourage balanced AI systems that combine embodiment and creativity for enhanced collaborative work.
- PaperDOAJ — ELT & TESOL1 May 2023
Exploring students’ perception on the use of Instagram as a platform in Creative Writing course
Tria Mellinia Satya Pratiwi, Noor Eka Chandra, Elvina Arapah
A study of 27 university students found mixed perceptions of using Instagram for creative writing. The majority reported positive experiences such as inspiration and audience engagement, while some cited word limits and privacy concerns. A neutral group saw Instagram as similar to other platforms.
Original abstract
As a product of Information and Communication Technology (ICT), the commonly-used social media Instagram offers a new platform of digital writing with unique features that could facilitate and accommodate the exploration of creative writing genre. Through this study, 27 university students’ perception were explored with qualitative descriptive study using open-ended questionnaire, interview and documentation to find out how they perceived this new platform in their writing journey in comparison to university website or traditional means like printed paper. For the findings, variety of students perception were showed in three different spectrums using thematic analysis: 1) majority of the students perceived their experience as positive one due to Instagram benefits as source of inspiration, creativity endeavour and larger engagement for their writing product; 2) some of the students also offered their negative experience in regards to word limitation and insecurity of uploading to public; 3) meanwhile, the more neutral one admitted that Instagram’s benefit was just similar to other platforms. This study’s significant can help future lecturer/teacher in adapting and evaluating the advantage and disadvantage of this application implementation for the improvement of future class.