Presentation, expectations, and experience: Sources of student perceptions of automated writing evaluation
Roscoe, R. D., Wilson, J., Johnson, A. C., & Mayra, C. R. (2017). Presentation, expectations, and experience: Sources of student perceptions of automated writing evaluation. Computers in Human Behavior, 70, 207-221. https://doi.org/10.1016/j.chb.2016.12.076
This article examines how students form perceptions of automated writing evaluation systems and how those perceptions relate to writing performance, revision behavior, and intentions to use the technology again. The study finds that framing and presentation shape expectations somewhat, but direct experience with the software is the strongest driver of student perceptions.
Key takeaways
- Students' perceptions were influenced more by actual use of the system than by pre-use claims about its accuracy or quality.
- Perceptions had limited impact on immediate writing and revising performance.
- Students revised and improved their essays regardless of whether their views of the system were positive or negative.
- Positive and negative perceptions did predict willingness to use or recommend the software in the future.
Why it matters
Provides evidence that, for automated writing evaluation, user experience is more influential than promotional framing in shaping perceptions, while perceptions matter more for future adoption than for immediate writing outcomes.
Coauthors
Rod D. Roscoe, Joshua Wilson, Adam C. Johnson, Christopher R. Mayra
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