Students' Perceptions to a Large Language Model's Generated Feedback and Scores of Argumentation Essays

Students in introductory physics courses often rely on ineffective strategies, focusing on final answers rather than understanding underlying principles. Integrating scientific argumentation into problem-solving fosters critical thinking and links conceptual knowledge with practical application. By facilitating learners to articulate their scientific arguments for solving problems, and by providing real-time feedback on students' strategies, we aim to enable students to develop superior problem-solving skills. Providing timely, individualized feedback to students in large-enrollment physics courses remains a challenge. Recent advances in Artificial Intelligence (AI) offer promising solutions. This study investigates the potential of AI-generated feedback on students' written scientific arguments in an introductory physics class. Using Open AI's GPT-4o, we provided delayed feedback on student written scientific arguments and surveyed them about the perceived usefulness and accuracy of this feedback. Our findings offer insights into the viability of implementing real-time AI feedback to enhance students' problem-solving and metacognitive skills in large-enrollment classrooms.