Understanding Revision Behavior in Adaptive Writing Support Systems for
  Education
Luca Mouchel Thiemo Wambsganss Paola Mejia-Domenzain Tanja Käser
Revision behavior in adaptive writing support systems is an important and
relatively new area of research that can improve the design and effectiveness
of these tools, and promote students' self-regulated learning (SRL).
Understanding how these tools are used is key to improving them to better
support learners in their writing and learning processes. In this paper, we
present a novel pipeline with insights into the revision behavior of students
at scale. We leverage a data set of two groups using an adaptive writing
support tool in an educational setting. With our novel pipeline, we show that
the tool was effective in promoting revision among the learners. Depending on
the writing feedback, we were able to analyze different strategies of learners
when revising their texts, we found that users of the exemplary case improved
over time and that females tend to be more efficient. Our research contributes
a pipeline for measuring SRL behaviors at scale in writing tasks (i.e.,
engagement or revision behavior) and informs the design of future adaptive
writing support systems for education, with the goal of enhancing their
effectiveness in supporting student writing. The source code is available at
https://github.com/lucamouchel/Understanding-Revision-Behavior.