Students' Perceptions of Automated Feedback in Scientific Writing and Their Revision Strategies

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Division C - Section 1d: Science Roundtable Session (Table 12)

Abstract

Automated feedback on students’ science writing can help prompt revision; however, students may struggle to understand and address automated feedback and therefore not revise successfully. Our study aimed to understand students’ perceptions of automated feedback and whether it influenced their revision strategies. We found that the majority of students had positive perceptions of the feedback, and made substantive revisions regardless of their perceptions. However, the more confusing students found the feedback, their revision strategy was significantly less complete. This suggests that helping students understand automated feedback and how to use it to revise is essential for their successful revisions.

Authors

• Indrani Dey, University of Wisconsin - Madison

• Dana Gnesdilow, University of Wisconsin - Madison

• Sadhana Puntambekar, University of Wisconsin - Madison

• Linda Malkin, University of Wisconsin - Madison