Lessons Learned from Integrating Artificial Intelligence into a Writing-Intensive Research Methods Course

Abstract

As psychology (PSYC) instructors, one of our main goals focuses on information literacy. This skill is especially relevant for students majoring in PSYC, who are required to complete a junior-level research methods course, PSYC 301 Research Methods in Psychological Science. During the Spring 2025 semester, we each piloted a number of introductory assignments that gave students a scaffolded exploration in the scholarly use of generative artificial intelligence (AI). In this personal reflection, we explore how integrating AI tools into a writing-intensive research methods course challenged our assumptions, supported student learning, and left us with a deeper understanding of both our pedagogy and ourselves as instructors. By understanding the ever-changing benefits (e.g., quickly identifying sources) and limits (e.g., accuracy) of AI, students can be better prepared for their academic careers, and instructors can continue to develop effective tools that foster scientific inquiry (APA, 2023).