Abstract

This research investigates the impact of ChatGPT-generated feedback on the writing skills of first-year computing students at a Saudi University. Employing a qualitative research design, the study involved 111 male students, blinded to the switch from human to ChatGPT-generated feedback, ensuring unbiased reflections on their experiences. Over six weeks, students’ reactions to feedback were meticulously analyzed, revealing nuanced emotional, psychological, and educational impacts. The findings, organized into four distinct themes - Emotional and Psychological Responses, Perceived Quality and Usefulness, Progress and Development, and Feedback Content and Delivery - offer rich insights into the multifaceted experiences of students. While some students responded to the feedback provided during weeks 4 and 5 (ChatGPT-generated feedback), perceiving it as a catalyst for learning and self-improvement, others expressed concerns about its consistency and personalization. The study highlights the potential of ChatGPT in education, while also illuminating the need for a balanced, adaptive, and personalized approach to feedback that aligns with diverse learning styles, emotional responses, and educational needs.

中文翻译：

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探索 ChatGPT 生成的反馈对计算机专业学生技术写作技能的影响：一项双盲研究

摘要

这项研究调查了 ChatGPT 生成的反馈对沙特大学计算机一年级学生写作技能的影响。该研究采用定性研究设计，涉及 111 名男学生，他们对从人类反馈到 ChatGPT 生成的反馈的转变视而不见，确保对他们的经历进行公正的反映。在六周的时间里，我们对学生对反馈的反应进行了仔细分析，揭示了微妙的情感、心理和教育影响。研究结果分为四个不同的主题——情绪和心理反应、感知质量和有用性、进步和发展以及反馈内容和交付——为学生的多方面经历提供了丰富的见解。虽然一些学生对第 4 周和第 5 周提供的反馈（ChatGPT 生成的反馈）做出了回应，并将其视为学习和自我完善的催化剂，但其他学生则对其一致性和个性化表示担忧。该研究强调了 ChatGPT 在教育方面的潜力，同时也阐明了需要一种平衡、适应性和个性化的反馈方法，以适应不同的学习方式、情绪反应和教育需求。