Use of Gemini in the Production of Academic Texts and its Impact on Writing Competence in Higher Education Students in Ecuador: A Literature Review
DOI:
https://doi.org/10.70577/asce.v5i2.806Keywords:
generative artificial intelligence, writing competence, Gemini, higher education, academic writing, Ecuador.Abstract
The incorporation of large language models in university settings has raised questions that empirical research has not answered with sufficient precision, particularly regarding their effect on academic writing. This article presents a systematic literature review examining the use of Gemini Google DeepMind's multimodal model as a tool to support academic text production in higher education, with emphasis on its implications for writing competence in the Ecuadorian context. A total of 47 indexed publications from Scopus, Web of Science, ERIC, Redalyc, and SciELO, published between 2020 and 2025, were analyzed using PRISMA criteria for study selection and synthesis. Findings indicate that the use of generative AI tools produces differentiated effects depending on the type of interaction: use oriented toward revision and reformulation tends to improve textual coherence and lexical precision, while use oriented toward direct content generation is associated with a deterioration of argumentation and discourse planning skills. Teacher mediation and instructional design are the factors that most clearly determine the direction of these effects. The Ecuadorian context lacks systematic empirical evidence on this topic, representing a research gap that deserves urgent attention given the pace of technological adoption in universities across the region.
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