Students’ Perception of Technology Affordance on AI-Based Feedback for Academic Writing

Della Setiya Maharani; Dangin

doi:10.30599/zgcqbd91

Authors

Della Setiya Maharani Universitas Mercu Buana Yogyakarta
Dangin

DOI:

https://doi.org/10.30599/zgcqbd91

Keywords:

Academic Writing, AI-based feedback, Artificial intelligence, Students' perception, Technology affordance

Abstract

This study explores undergraduate students’ perceptions of the technological affordances of AI-based feedback in academic writing from the perspective of Gibson’s affordance theory. The study employed a qualitative phenomenological approach involving semi-structured interviews with five purposively selected undergraduate students. The interview data were analyzed using thematic analysis. The findings identified six technological affordances representing key dimensions of students’ experiences with AI-based feedback. Together, these affordances supported students throughout the writing process by improving accessibility, revision practices, communication, and the effective use of AI technologies. However, participants also reported several challenges, including exessive reliance on AI, limited access to premium features, and concerns about data privacy. This study contributes to the growing body of research on AI-based feedback in higher education by demonstrating how technological affordances shape students’ academic writing experiences and support more effective writing practices.

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