student-generated resources

Blending guidance with reflection prompted more revisions than reflective AI feedback alone

Omar Alsaiari, Nilufar Baghaei, Jason M. Lodge, Omid Noroozi, Dragan Gašević, Marie Boden, Hassan Khosravi

Computers and Education: Artificial Intelligence

A 12-week study followed 329 students receiving directive, reflective, or hybrid AI feedback while creating learning resources. Hybrid feedback had the highest observed content-revision rate, and both hybrid and directive feedback exceeded the reflective condition. Hybrid and directive conditions did not differ significantly from each other, and final resource quality showed no significant group difference. The study makes revision behavior visible while leaving deeper understanding and transfer unresolved.