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20 Int'l J. Educ. Tech. Higher Educ. 1 (2023)

handle is hein.journals/intjedth20 and id is 1 raw text is: Suraworachet etal. IntJ Educ Technol High Educ (2023) 20:1 https://doi.org/l 0.1186/s41239-022-00368-0 International Journal of Educational Technology in Higher Education RESEARCH ARTICLE Open Access Impact of combining human and analytics feedback on students' engagement with, and performance in, reflective writing tasks Wannapon Suraworachet Qi Zhou and Mutlu Cukurova' *Correspondence: m.cukurova@ucl.ac.uk UCL Knowledge Lab, C0E, UCLs Faculty of Education and Society, Unver ty Colege ondon, 23-29 Emerala St, London, UK Springer Open Abstract Reflective writing is part of many higher education courses across the globe. It is often considered a challenging task for students as it requires self regulated learning skills to appropriately plan, timely engage and deeply reflect on learning experiences. Despite an advance in writing analytics and the pervasiveness of human feedback aimed to support student reflections, little is known about how to integrate feedback from humans and analytics to improve students'learning engagement and performance in reflective writing tasks. This study proposes a personalised behavioural feedback inter- vention based on students'writing engagement analytics utilising time-series analysis of digital traces from a ubiquitous online word processing platform. In a semester-long experimental study involving 81 postgraduate students, its impact on learning engage- ment and performance was studied. The results showed that the intervention cohort engaged statistically significantly more in their reflective writing task after receiving the combined feedback compared to the control cohort which only received human feed- back on their reflective writing content. Further analyses revealed that the intervention cohort reflected more regularly at the weekly level, the regularity of weekly reflection led to better performance grades, and the impact on students with low self-regulated learning skills was higher. This study emphasizes the powerful benefits of implement- ing combined feedback approaches in which the strengths of analytics and human feedback are synthesized to improve student engagement and performance. Further research should explore the long-term sustainability of the observed effects and their validity in other contexts. Keywords: Reflective writing, Engagement feedback, Learning analytics, Time series, Human-Al collaboration, Google Docs analytics Introduction Reflective writing refers to students' written journal of learning experiences over time to develop self-awareness of their own learning (Thorpe, 2004). It is often utilised in higher education to stimulate their thoughtful reflection on the incidents and hence promote transformative learning and practice (Ryan, 2013). Several studies showed that incorporating reflective writing could increase students' content comprehen- sion (Strong et al., 2001), academic performance (Connor-Greene, 2000) and life-long OThe Author(s) 2023. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this artide are incuded in the article's Creative Commons licence, unless indicated otherwise in a credit line to the mate- rial. If material is not incuded in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.To view a copy of this licence, visit http/ creativecommons.orcq/licenses/bv/4.0/.

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