The use of artificial intelligence in STEM communication-intensive courses and its impact on science identity
Louisiana State University
How they used Delve
Researchers at Louisiana State University used Delve to create, sort, store and retrieve their coded data across focus group interviews with 18 STEM students, coding inductively and checking agreement between the two authors, to understand how AI-supported communication training affects science identity.
“Delve, an online qualitative data analysis software, was used to create, sort, store, and retrieve data during analysis (Delve, 2025).”
- Field
- STEM education / science identity and AI in communication-intensive courses
- Data
- Focus group interviews with 18 students in groups of 6 (on Zoom), 2, 2, 4 and 3, each running 40-75 minutes, audio recorded and transcribed verbatim with Rev then refined by the primary researcher; preceded by a pilot with 6 students
- Approach
- Mixed-methods design pairing a validated science communication scale (construct, criterion and convergent validity, Cronbach's alpha averaging 0.856) with inductive coding of focus group interviews guided by the study's frameworks; intercoder reliability computed between the two authors at 90% initial percent agreement, raised to 100% after discussion
- Data types
- Focus groups, Interviews
Abstract
This original research article focuses on the investigation of the use of generative artificial intelligence (GAI) use among students in communication-intensive STEM courses and how this engagement shapes their scientific communication practices, competencies, confidence, and science identity. Using a mixed-methods approach, patterns were identified in how students perceived their current science identity and use of incorporating artificial intelligence (AI) into writing, oral, and technical tasks. Thematic analysis reveals that students use AI for a range of STEM communication endeavors such as structuring lab reports, brainstorming presentation ideas, and verifying code. While many minoritized students explicitly describe AI as a confidence-boosting, timesaving, and competence-enhancing tool, others—particularly those from privileged backgrounds—downplay its influence, despite evidence of its significant role in their science identity. These results suggest the reframing of science identity as being shaped by technological usage and social contingency. This research illuminates both the potential and pitfalls of AI-use in shaping the next generation of scientists.
Citation
Jennifer García Ramos, Zakiya S. Wilson-Kennedy (2025). The use of artificial intelligence in STEM communication-intensive courses and its impact on science identity. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1644873