AI as a Mirror: Designing for Judgment and Authorship in Academic Writing

Aguilar Muñoz, Martin Joaquin; Christian Jonathan Angel Rueda; Ricardo  Rivera Carrillo

doi:10.51094/jxiv.6404

##article.authors##

Aguilar Muñoz, Martin Joaquin Universidad Marista de Querétaro https://orcid.org/0009-0003-5618-2261 https://scholar.google.com/citations?user=bMT2LS4AAAAJ&hl=es
Christian Jonathan Angel Rueda Universidad Politécnica de Santa Rosa Jáuregui https://orcid.org/0000-0002-4780-874X https://scholar.google.com/citations?user=AP4my20AAAAJ&hl=es
Ricardo Rivera Carrillo Universidad Marista de Querétaro https://orcid.org/0009-0005-8558-7078 https://scholar.google.com/citations?user=uTU5eewAAAAJ&hl=es

DOI:

https://doi.org/10.51094/jxiv.6404

キーワード:

generative artificial intelligence、 academic writing、 AI mirror、 cognitive offloading、 instructional design

抄録

Integrating generative artificial intelligence into academic writing often frames the tool as a typewriter. This frequent use leads to cognitive offloading and causes critical thinking to atrophy. In contrast, this article proposes viewing AI as a mirror. This approach uses AI to reflect an author's ideas after reformulating and questioning them. Writers can then clarify their thoughts rather than replacing their judgment. The paper examines SOMECE's Draft Generator as a case study. It analyzes design decisions through a structural approach grounded in reflective practice. The analysis shows that the mirror effect depends on the architecture structuring the author-AI relationship, not the language model. This framework requires prior writing, creates prompts for revision without replacement, and uses a self-regulation checklist. We conclude that educators can design mediations that preserve authorship without modifying the underlying technology. Teachers should view themselves as active designers who shape how AI mediates thought.

利益相反に関する開示

We declare that we have no conflicts of interest.

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著者の経歴

Aguilar Muñoz, Martin Joaquin、Universidad Marista de Querétaro

Martín Joaquín Aguilar Muñoz holds a Master’s degree in Innovation in Virtual Teaching-Learning Environments from the Autonomous University of Querétaro and a degree in Software Engineering from the Polytechnic University of Santa Rosa Jáuregui. He serves as Deputy Director of the Research Area at Marista University of Querétaro and at the Center for Research in Educational Innovation and Technology within the same institution. Additionally, he works as a Research Professor at the Polytechnic University of Santa Rosa Jáuregui, where he leads the TRAMVET Laboratory. His research centers on immersive artificial intelligence, focusing on the design of 3D environments that integrate AI to enhance educational processes.

Christian Jonathan Angel Rueda、Universidad Politécnica de Santa Rosa Jáuregui

Dr. Christian Jonathan Ángel Rueda is a researcher and Postdoctoral Fellow in Educational Technology. He currently holds postdoctoral appointments at the Universidad Politécnica de Santa Rosa Jáuregui (UPSRJ), Mexico, where he founded the TRAMVET Laboratory dedicated to disruptive, immersive, and inclusive educational technologies, and at the Universidade Federal do Rio Grande do Norte (UFRN), Brazil. He holds a Ph.D. in Educational Technology and is a member of Mexico's National System of Researchers (SNI Level I). His research focuses on immersive educational technologies, artificial intelligence in education, digital transformation, and ethical innovation in learning environments.

Ricardo Rivera Carrillo 、Universidad Marista de Querétaro

Ricardo Rivera Carrillo is a researcher in Educational Technology affiliated with the Center for Research and Innovation in Educational Technology (CIITE) at Universidad Marista de Querétaro, Mexico, and an active collaborator of the TRAMVET Laboratory at the Universidad Politécnica de Santa Rosa Jáuregui (UPSRJ), Mexico. He is currently pursuing a Master's in Science Didactics (Virtual) at the Faculty of Engineering, Universidad Autónoma de Querétaro (UAQ), Mexico. His research focuses on the visual design of immersive virtual worlds as learning spaces, applied semiotics, and didactic strategies for higher education, integrated in his Didactic Visual Progression Framework (DVPF).

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