Interweaving Generative AI technological and pedagogical design: enhancing students’ motivation, intentions, and AI literacy for feedback seeking

This study explored how students employed Generative AI to enhance feedback-seeking in mobile app project design to improve their motivation, intention, and AI literacy for feedback-seeking. 59 Secondary 3 students used a GenAI chatbot for obtaining feedback in the experimental group, while 60 received feedback from teachers and peers via an online discussion forum in the control group. Results showed that the GenAI group had significantly higher motivation, intention to seek feedback, and AI literacy. Follow-up interviews revealed students’ perceived usefulness of AI-generated feedback, highlighting its technical affordances (e.g. knowledge base, personas), and ethical and critical concerns (e.g. misuse, cognitive laziness, over-reliance, transparency, bias). This study underscores the importance of developing technical, critical and context-specific AI literacy to empower students to make sense of AI. It also enhances students’ agency and self-regulation when gaining feedback to refine their mobile applications, and calls for a re-evaluation of feedback literacy.