23 Mar 2026 /
Insights
A pilot study from the University of Nairobi’s Faculty of Arts and Social Sciences (FASS) highlights the effectiveness of AI-powered academic writing support. The research concludes that Studiosity had a demonstrable positive impact on writing competencies, confirming that AI-driven feedback can bridge persistent gaps in instruction where high student-to-lecturer ratios limit individualised guidance.
The study, led by researchers Telesia K. Musili, John Oredo, and Ndeti Ndati, revealed substantial growth across five key domains:
Enhanced Critical Thinking: Students reported significant growth in their ability to evaluate arguments, analyse multiple perspectives, and validate the credibility of sources. The percentage of students who "always" evaluated arguments more than doubled from 9% to 22%.
Better Use of Sources: Confidence in properly citing sources increased from 6% to 28%, with students showing improved skills in paraphrasing and critical evaluation of sources.
Improved Language and Expression: Students expanded their vocabulary and used more complex sentence structures. Notably, none remained in the "poor" category for vocabulary after the intervention.
Increased Accuracy and Confidence: Students developed stronger habits of reviewing their work, with those who "always" checked for errors rising from 13% to 28%.
Stronger Essay Structure: A sharp increase was noted in students creating outlines before writing, rising from 3% to 31%. Students also became more confident in organising ideas and using transitions effectively.
More than three-quarters of students were extremely satisfied with Studiosity's feedback services, and this satisfaction was linked not only to technical improvements but also to enhanced confidence and motivation to engage more deeply with the writing process.
Responsible AI Integration
“The University of Nairobi is continually proving it is a leader in exploring how AI can responsibly be integrated into higher education to improve academic quality and student outcomes, with these findings aligning with national goals outlined in Kenya's Digital Master Plan (2022-2032) and UNESCO's call for the responsible use of digital technologies in education,” comments researcher and senior lecturer Dr John Oredo.
“The University of Nairobi's preliminary report is a powerful validation of our core mission," says Studiosity CEO Mike Larsen. "It directly addresses the concern that AI tools may only promote superficial learning by demonstrating that an AI platform designed specifically for learning actively encourages students to develop deeper, more critical thinking skills. The study found that after using Studiosity, students significantly improved their ability to evaluate arguments, analyse different perspectives, and scrutinise sources.”
"We extend our sincere appreciation to the University of Nairobi and the entire research team for their due diligence and commitment to this study," Larsen adds.
Professor Judyth Sachs, Chief Academic Officer at Studiosity, congratulated the University of Nairobi team for their high quality research. She noted that her most significant takeaway is the link between the use of the platform and improved student confidence and writing quality. Ultimately, she highlighted that Studiosity has the potential to supports both individual and institutional growth, aligning with Kenya’s national higher education goals.
A Blueprint for Sustainability
To ensure ethical use, the research team recommends that universities implement a strategy including:
Infrastructure Investment: Address barriers like unreliable internet and limited device access.
Digital Literacy Training: Offer structured training for both students and faculty to maximise effectiveness.
A Blended Approach: AI feedback should complement, rather than replace, human interaction and feedback from lecturers.
Continuous Monitoring: Regularly monitor and evaluate the use of AI platforms to ensure they meet the specific needs of students and align with academic goals.
Read more here.