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Generative AI or Human? Exploring the Role of AI- and Feedback Literacy in Student Feedback Perceptions

Fischer, L. (2025) Generative AI or Human? Exploring the Role of AI- and Feedback Literacy in Student Feedback Perceptions.

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Abstract:As generative artificial intelligence (GenAI) becomes increasingly integrated into education, it is essential to comprehend students’ perceptions of GenAI-generated feedback. This study examined how these perceptions are shaped by two key competencies: feedback literacy and AI literacy, focusing on university students’ evaluations of feedback from both GenAI and human teachers. In a study employing a within-subjects experimental design (N = 73), participants assessed two pieces of feedback, one from a teacher and one from GenAI, both before and after the revelation of the feedback source. Results showed that evaluations were significantly affected by source awareness: GenAI-generated feedback was rated less favourably once its source was revealed, whereas teacher feedback was rated more favourably. Higher feedback literacy and AI literacy correlated with more positive evaluations of GenAI-generated feedback, with feedback literacy emerging as the more significant predictor. While the study provides new perspectives on the influence of these literacies on feedback perceptions, its small, demographically limited sample and dependence on self-report data limit the ability to generalize findings. Future research should explore behavioural responses to GenAI-generated feedback in more diverse and authentic learning contexts.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:https://purl.utwente.nl/essays/106917
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