As students delve into crafting robust written arguments, feedback on their organization and language becomes pivotal. While teacher input traditionally aids in writing development, researchers in learning technologies are exploring how artificial intelligence (AI) systems can complement this process.

Associate Professor Min Kyu Kim and peers at the University of Miami devised and assessed a pilot version of the AI-Supported Scaffolding (AISS) system. This web-based application aims to bolster students' information literacy and argument writing skills, as Kim elucidated.

In a study involving 14 graduate students enrolled in a foundations of instructional design and technology course, participants engaged with a specific learning approach and were tasked with crafting a written argument around it.

Students initiated their writing process with a 200-word draft guided by the AISS system's instructions. Subsequently, they identified areas for improvement within their arguments, utilizing the AISS system to explore alternative writing suggestions. Iteratively, students revised their work within the AISS framework until they produced a finalized 500-word response.

The findings revealed that students exhibited enhanced selectivity in word choice, employed clearer language to elucidate their arguments, and endeavored to eliminate redundancy while reinforcing the core ideas of their arguments.

Moreover, students provided personal reflections on the AISS writing and revision process. They highlighted how the system's feedback prompted them to delve deeper into their arguments, incorporate additional evidence to substantiate their claims, and adopt a more professional tone in their writing.

Study Demonstrates AI's Potential to Enhance Learning

Kim presented, "These findings demonstrate the potential of AI to interact with human learners. Additionally, learners expressed their acceptance of AI-generated feedback information. Learners appeared to enhance their argument quality through careful refinement of words and sentences. And besides improving arguments, AISS feedback seemed to assist them in developing writing skills related to content accuracy, coherence, clarity of expression, logical flow, and more."

Kim also highlighted, "This study provides a glimpse of how universities can begin utilizing AI programs to support student learning. Instructors at higher education institutions can learn about the potential of an AI application to provide learners with adaptive and timely aids, especially for a complex learning task like scientific argumentation in an academic domain. The findings could help instructors perceive the value of AI tools and accept the positive utility of AI, marking the first phase of AI literacy.”