Predictors of middle school students' perceptions of automated writing evaluation
Wilson, J., Zhang, F., Palermo, C., Cruz Cordero, T., Myers, M. C., Eacker, H., Potter, A., & Coles, J. (2024). Predictors of middle school students' perceptions of automated writing evaluation. Computers & Education, 211, 104985. https://doi.org/10.1016/j.compedu.2023.104985
This study examined middle school students' perceptions of the MI Write automated writing evaluation system, focusing on usability, usefulness, and desirability. Using hierarchical regression models, the authors tested district, classroom, demographic, writing-belief, affective, and writing-proficiency predictors of students' perceptions.
Key takeaways
- More positive classroom climate was associated with more favorable perceptions of MI Write.
- Eighth graders, students with limited English proficiency, and students from lower socioeconomic backgrounds reported higher usability perceptions.
- Lower socioeconomic status was also associated with higher usefulness and desirability perceptions.
- Students who liked writing more and endorsed writing as a recursive process viewed MI Write more positively.
- Higher writing proficiency was associated with lower usability and usefulness perceptions, but not desirability.
Why it matters
Provides evidence on the social validity of an automated writing evaluation system among middle school students and identifies student- and classroom-level factors linked to acceptance of automated feedback.
Coauthors
Joshua Wilson, Fan Zhang, Corey Palermo, Tania Cruz Cordero, Matthew C. Myers, Halley Eacker, Andrew Potter, Jessica Coles
Topic tags
External links