Who’s Behind the Feedback? Students’ Use of AI and Perceived Feedback Usefulness When the Evaluator May Be Human or AI
| Autoři | |
|---|---|
| Rok publikování | 2026 |
| Druh | Stať ve sborníku |
| Konference | International Conference on Artificial Intelligence in Education |
| Fakulta / Pracoviště MU | |
| Citace | |
| www | https://link.springer.com/chapter/10.1007/978-3-032-29770-9_66#citeas |
| Doi | https://doi.org/10.1007/978-3-032-29770-9_66 |
| Klíčová slova | artificial intelligence in education; AI feedback; AI vs human |
| Popis | This study examines university students’ use of generative artificial intelligence (GenAI) in academic writing assignments and their perceptions of feedback usefulness when feedback may have been provided by either a human or an AI evaluator. The study was conducted in an introductory academic writing course in which 46 students completed ten assignments during one semester. Before the course, students completed a questionnaire capturing AI-related learner characteristics and self-regulated learning. After each assignment, they reported whether they had used AI tools and how useful they found the feedback. Throughout the semester, students received feedback from either a human or an AI evaluator, but were not informed about the source. To address the longitudinal structure of the data, we estimated mixed-effects models. We examined (1) which factors were associated with assignment-level AI use and (2) whether perceived feedback usefulness varied according to feedback source, assignment-level AI use, and learner characteristics. The results showed that prior AI use in study contexts, AI dependency, and self-regulated learning in AI-mediated interaction predicted assignment-level AI use. Perceived feedback usefulness was generally positive and did not differ by feedback source, except that students with more positive attitudes toward AI evaluated AI-generated feedback more favorably. |