From digital divide to equity-enhancing diffusion: Generative AI and writing quality

Abstract This study investigates whether generative AI can narrow the gap between stronger and developing writers and explores the mechanisms underlying these effects. In a within-subject experiment, students wrote two essays, with and without AI assistance. Computer-aided analysis of the writing quality confirmed that while all students benefited from AI, that less skillful writers gained more. There was also no evidence of skillful writers using AI in more sophisticated and beneficial ways. The study contributes to theorizing the digital divide and offers insights into maximizing the benefits of AI tools. Theoretically, we situate generative-AI use within Diffusion of Innovations, treating ChatGPT as an innovation whose consequences depend on implementation quality (prompting and editing), and we show equity-enhancing—rather than inequality-widening—consequences under specific use patterns.