Students’ perspectives of the change from human led- to AI-led feedback – a review of Studiosity’s Writing Feedback and Writing Feedback plus services

Artificial Intelligence (AI) continues to have a significant impact upon academic practice, specifically assessments. AI has the potential to institutionally scale the delivery of formative feedback which is designed to help students enhance their academic writing abilities. This pilot study examines students’ perspectives of an institutional-level service transition from Studiosity’s human WF (Writing Feedback) to WF+ (Writing Feedback plus) an AI-led service at a UK HEI (Higher Education Institution). Using a mixed-methods approach survey data was collected from two-hundred participants across three groups experiencing different forms of feedback: human only, AI only, and mixed human and AI feedback. The surveys examine students’ expectations, experiences and perspectives of human and AI feedback. The results indicate that students value the speed of AI feedback, consistency and accessibility, in contrast human feedback is perceived as nuanced and personalised. Practitioners in the wider sector looking to implement AI-led solution should consider how to address students’ trust in formative feedback, utilisation timing and academic integrity. The paper contributes to the debates around AI, ethics and pedagogy by demonstrating the considerations and practicalities of AI adoption. The findings and approach provide a framework for other practitioners to assess their own implementation of AI-led feedback.