The impact of AI-assisted peer review on students’ AI-feedback literacy, motivation and self-esteem: Integrating experiential learning and self-determination theory

The study aimed to investigate the impact of AI-assisted peer review on students’ AI feedback literacy, motivation and self-esteem through the integration of experiential learning and self-determination theory. The quasi-experimental design, with control and experimental groups, was employed. The students in the experimental group conducted peer-review activities using AI through the integration of experiential learning and Self-Determination Theory (SDT), while the control group used AI for self-review without any guidelines. The study used a questionnaire that was based on well-established scales to collect quantitative data measuring AI feedback literacy, motivation and self-esteem, while interviews were used to gather qualitative data. The quantitative data showed that students in the experimental group developed AI-feedback literacy, motivation and self-esteem to a greater extent than did the control group. The interview data showed that AI-assisted peer review enhances students’ critical engagement with the feedback, increases awareness of the AI feedback’s quality and bias, develops students’ autonomy, promotes AI feedback competence, increases their sense of relatedness to their learning environment and promotes their belief in their abilities and their sense of self-value. This study provides recommendations for designing online learning activities with AI to enhance AI- feedback literacy and develop psychological capacity.