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Automated feedback can provide students with timely information about their writing, but students' willingness to engage meaningfully with the feedback to revise their writing may be influenced by their perceptions of its usefulness. We explored the factors that may have influenced 339, 8th-grade students’ perceptions of receiving automated feedback on their writing and whether their perceptions impacted their revisions and writing improvement. Using HLM and logistic regression analyses, we found that: 1) students with more positive perceptions of the automated feedback made revisions that resulted in significant improvements in their writing, and 2) students who received feedback indicating they included more important ideas in their essays had significantly higher perceptions of the usefulness of the feedback, but were significantly less likely to engage in substantive revisions. Implications and the importance of helping students evaluate and reflect on the feedback to make substantive revisions, no matter their initial feedback, are discussed
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Coronavirus through Delaware's Computational Microscope
The Perilla/Hadden-Perilla research team at the University of Delaware presents an overview of computational structural biology, their efforts to model the SARS-CoV-2 viral particle, and their perspective on how their work and training endeavors can contribute to public health.
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- Award ID(s):
- 1919839
- PAR ID:
- 10186981
- Date Published:
- Journal Name:
- Delaware journal of public health
- Volume:
- 6
- Issue:
- 2A
- ISSN:
- 2639-6378
- Page Range / eLocation ID:
- 6-9
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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