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This research investigates the impact of ChatGPT-generated feedback on the writing skills of first-year computing students at a Saudi University. Employing a qualitative research design, the study involved 111 male students, blinded to the switch from human to ChatGPT-generated feedback, ensuring unbiased reflections on their experiences. Over six weeks, students’ reactions to feedback were meticulously analyzed, revealing nuanced emotional, psychological, and educational impacts. The findings, organized into four distinct themes - Emotional and Psychological Responses, Perceived Quality and Usefulness, Progress and Development, and Feedback Content and Delivery - offer rich insights into the multifaceted experiences of students. While some students responded to the feedback provided during weeks 4 and 5 (ChatGPT-generated feedback), perceiving it as a catalyst for learning and self-improvement, others expressed concerns about its consistency and personalization. The study highlights the potential of ChatGPT in education, while also illuminating the need for a balanced, adaptive, and personalized approach to feedback that aligns with diverse learning styles, emotional responses, and educational needs.
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1 King Abdulaziz University, Department of Information Technology, Faculty of Computing and Information Technology, Jeddah, Saudi Arabia (GRID:grid.412125.1) (ISNI:0000 0001 0619 1117)