AI 中文总结
研究爱沙尼亚283名本科学生一学期内2988次写作反馈评估实例，学生用统一提示从自选AI工具获反馈，分析发现多数反馈有用，约十分之一无用，还分析了反思深度等，为AI反馈整合提供课堂证据，强调学生应正确使用。
AI 中文摘要
生成式人工智能在高等教育中越来越多地用于反馈，但课堂上反复使用的证据仍然有限。本文分析了爱沙尼亚283名本科学生在一个学期内的2988次反思性论文反馈评估实例。学生使用统一提示从自行选择的人工智能工具获取并评估反馈。对匿名文本语料库的分析涵盖论文内容、人工智能反馈及其感知的有用性。学生大多认为反馈有用且可操作；约十分之一的人认为人工智能无用，学期末更明显。还分析了论文反思深度，并用经过验证的人工智能文本分类器估计可视为可能由学生独立完成的论文比例。该研究提供了关于人工智能反馈整合的描述性课堂证据——这是一种快速且可扩展的提供即时写作建议的方式，但并非提升反思的独立途径。其益处取决于学生是否学会有选择地、批判性地使用人工智能而不过度使用，以免对学习过程造成伤害。
英文摘要
Generative AI is increasingly used for feedback in higher education, but evidence from repeated classroom use remains limited. This short paper analyses 2988 reflective essay-feedback-appraisal instances from 283 Estonian bachelor students across one semester. Students obtained and assessed feedback from a self-selected AI tool using a uniform prompt. The present analysis of the anonymized text corpus covers essay content, AI feedback, and its perceived helpfulness. Students found feedback helpful and actionable more often than not; about a tenth thought AI unhelpful, more so towards the end of the semester. We also analyzed essay reflection depth, and used a validated AI text classifier to estimate the share of essays that could be treated as likely unaided student writing. The study contributes descriptive classroom evidence on integration of AI feedback - a fast and scalable way to provide immediate writing advice, but not a self-contained route to better reflection. Benefits depend on whether students learn to use AI selectively and critically, without sliding into over-use harmful for the learning process.
