AI 中文总结
该研究提出“品牌战争”游戏化AI反馈系统，经29名EFL学生实验，发现其可辅助限时写作提升，AI评分与人类评分关联度高，为EFL教学设计提供参考。
AI 中文摘要
对于英语作为外语（EFL）学习者而言，写作在认知层面要求高且易引发焦虑，尤其是在时间压力下。本文提出“品牌战争”，这是一款基于网页的游戏化写作应用，将竞争性游戏机制与由GPT-4.1驱动的迭代形成性反馈相结合，供本科EFL学习者完成限时叙事写作任务。学生扮演营销实习生竞争工作机会，在撰写500字品牌故事时，可使用评审次数获取AI反馈、攻击对手或保护自身评审次数。我们在台湾开展了一项探索性单课时课堂研究，对象为29名大学EFL学生，旨在考察参与模式、迭代AI反馈是否能通过多轮修改提升写作表现，以及AI评分与人类评分如何关联整体结果。学生需在60分钟内完成写作，最多可使用5次AI反馈评审后提交最终由人类评分的作品。多数学生（65.5%）使用了AI反馈系统，学生内部AI评分随修改有小幅提升（均值+3.7，标准差7.4），完成更多轮次的学生提升幅度更大，且多轮完成者的最终评分与首轮评分存在显著差异（p=0.032）。AI评估与人类最终评分具有较强聚合效度（相关系数0.722，p<0.001），使用AI反馈的学生评分在描述上高于未使用者，但无显著差异。学生保持较高平均专注度比例（82.4%），且竞争性机制使用频率较低，表明多数学生优先关注写作而非社交干扰。研究结果显示，在竞争性游戏环境中嵌入迭代AI评分具有可行性，或可辅助写作提升，对EFL写作教学及AI介导的游戏化学习设计具有启示意义。
英文摘要
Writing is cognitively demanding and anxiety-provoking for English as a Foreign Language (EFL) learners, especially under time pressure. This paper presents The Brand War, a web-based gamified writing application combining competitive game mechanics with iterative GPT-4.1-powered formative feedback for undergraduate EFL learners completing a timed narrative writing task. Students role-play as marketing interns competing for a job offer, using review passes to receive AI feedback, attack opponents, or shield their own passes while drafting a 500-word brand story. We conducted an exploratory single-session classroom study with 29 university EFL students in Taiwan to examine engagement patterns, whether iterative AI feedback improved writing performance across revisions, and how AI and human scores related to overall outcomes. Students wrote within 60 minutes, using up to five AI feedback passes before a final human-graded submission. Most (65.5%) used the AI feedback system, and within-student AI scores improved modestly across revisions (M = +3.7, SD = 7.4), with larger gains among students completing more cycles and significantly higher final- versus first-review scores among multi-cycle completers (p = .032). AI-assessed and human final scores showed strong convergent validity (r = 0.722, p < .001), and AI-feedback users scored descriptively, though not significantly, higher than non-users. Students maintained a high mean focus ratio (82.4%), and competitive mechanics were used sparingly, suggesting most prioritized writing over social interference even when available. Findings suggest embedding iterative AI scoring within a competitive game context is feasible and may scaffold writing improvement, with implications for EFL writing pedagogy and AI-mediated gamified learning design.
