AI feedback: Moving beyond the hype to integrating it into a coherent feedback pedagogy

Abstract

Background The advent of Artificial Intelligence (A.I.) has brought about more platforms to give automated instantaneous feedback to student writing. This paper reports on the use of one such platform in an after-school tuition program offered to students from financially disadvantaged families. Methods This two-year case study sought to examine the impact of this intervention on 21 students (aged 13-14). These participants, from different schools, were enrolled in the programme that aimed to improve their English language skills with weekly 2-hour sessions. These sessions incorporated the use of an AI-based application (Scribo) that can quickly analyse submitted work for technical aspects such as grammar, word choice, and punctuation. This article reports findings from interviews with both students and their tutors. The qualitative data were analysed using Bandura’s model of triadic reciprocality comprising environmental, personal and behavioural factors. Results and conclusion The findings showed how students generally perceived AI-generated feedback (AIF) positively. However, the positive effects on their will and skill to improve their work is also largely due to the overall classroom routines adopted. The paper discusses theoretical, policy and pedagogical implications of using AIF in mainstream K12 classrooms which adopt such platforms too.