  The advent of Generative Artificial Intelligence (GAI) has revolutionized the
field of writing, marking a shift towards human-AI collaborative writing in
education. However, the dynamics of human-AI interaction in the collaborative
writing process are not well understood, and thus it remains largely unknown
how human learning can be effectively supported with such cutting-edge GAI
technologies. In this study, we aim to bridge this gap by investigating how
humans employ GAI in collaborative writing and examining the interplay between
the patterns of GAI usage and human writing behaviors. Considering the
potential varying degrees to which people rely on GAI usage, we proposed to use
Dynamic Time Warping time-series clustering for the identification and analysis
of common temporal patterns in AI usage during the human-AI collaborative
writing processes. Additionally, we incorporated Epistemic Network Analysis to
reveal the correlation between GAI usage and human writing behaviors that
reflect cognitive processes (i.e., knowledge telling, knowledge transformation,
and cognitive presence), aiming to offer insights for developing better
approaches and tools to support human to learn effectively via such human-AI
collaborative writing activities. Our findings reveal four major distinct
temporal patterns in AI utilization and highlight significant correlations
between these patterns and human writing behaviors. These findings have
significant implications for effectively supporting human learning with GAI in
educational writing tasks.
