Student voices on a guided generative AI strategy for master thesis writing

Analyse des perceptions étudiantes sur un dispositif d'accompagnement à l'usage des IA Génératives pour le mémoire de master

Chourabi Olfa (), Aurélie Dudézert () and Thierno Tounkara ()
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Chourabi Olfa: IMT-BS - TIM - Département Technologies, Information & Management - TEM - Télécom Ecole de Management - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris], LITEM - Laboratoire en Innovation, Technologies, Economie et Management (EA 7363) - UEVE - Université d'Évry-Val-d'Essonne - Université Paris-Saclay - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris]
Aurélie Dudézert: IMT-BS - TIM - Département Technologies, Information & Management - TEM - Télécom Ecole de Management - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris], LITEM - Laboratoire en Innovation, Technologies, Economie et Management (EA 7363) - UEVE - Université d'Évry-Val-d'Essonne - Université Paris-Saclay - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris]
Thierno Tounkara: IMT-BS - TIM - Département Technologies, Information & Management - TEM - Télécom Ecole de Management - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris], LITEM - Laboratoire en Innovation, Technologies, Economie et Management (EA 7363) - UEVE - Université d'Évry-Val-d'Essonne - Université Paris-Saclay - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris]

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Abstract: The rapid adoption of Generative Artificial Intelligence (GenAI) in higher education has raised critical questions regarding its pedagogical integration. Although prior research highlights both the opportunities and challenges of GenAI for students' competence development, empirical evidence on its effective implementation within advanced academic programs remains scarce. This study addresses this gap through a Design Science Research Methodology that investigates how the use of GenAI tools can support competence development in a Master's thesis-writing course within a Management Information Systems (MIS) curriculum. A dedicated learning methodology was designed and evaluated to guide students in the informed and responsible use of GenAI for academic writing. The findings suggest that students' thesis-writing competences improve when GenAI use is scaffolded within a structured pedagogical framework, whereas unguided or unstructured use may impede deeper competence development. These results emphasize the importance of developing pedagogical frameworks that promote responsible, effective, and ethically grounded integration of GenAI to enhance learning outcomes in higher education.

Keywords: Generative Artificial Intelligence (GenAI); Master’s thesis writing; Higher Education; Experiential Learning; Design Science Research; Intelligence Artificielle Générative; Recherche en Sciences du Design; Apprentissage Expérientiel; Enseignement Supérieur; Rédaction de mémoire de Master (search for similar items in EconPapers)
Date: 2026-05-20
Note: View the original document on HAL open archive server: https://hal.science/hal-05794996v1
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Published in AIM 2026 : 31ème conférence annuelle de l'Association Information et Management. "Aux frontières des systèmes d'information", Haute École spécialisée de Suisse occidentale = HES-SO University of Applied Sciences and Arts Western Switzerland = Fachhochschule Westschweiz [Schweiz] [HES-SO]; Association Information et Management (AIM), May 2026, Neuchâtel, Switzerland

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