AI feedback effects on argumentative writing: The role of secondary students’ feedback receptivity and writing skills

Background:

Developing argumentative writing skills is key in secondary school. While AI feedback supports students, varying effects risk a Matthew effect. Ensuring equity requires determining which student characteristics explain differences in feedback effects.

Objective:

We investigated whether AI feedback promotes equity by examining how effects on argumentative writing varied by students' feedback receptivity and argumentative writing skills, as assumed in the student–feedback interaction model.

Method:

A total of 801 students wrote argumentative texts in a two-group experiment. For the second argumentation, the AI group received AI feedback that targets a learning progression; the control group received self-feedback prompts.

Results:

Feedback effects varied by baseline writing skills and feedback receptivity: AI (Self) feedback was most beneficial for students with lower (higher) writing skills and lower receptivity to feedback.

Conclusion:

AI feedback can benefit students who struggle to generate self-feedback during revision and thereby reduce performance gaps and foster equity.