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
this https URL

本文提出了一种新的管道，用于量化自适应写作支持系统中的修订行为，揭示出使用这些工具的学生如何进行修订，并研究其对学生写作和学习过程的影响，为将来设计更有效支持学生写作的自适应写作支持工具提供了启示。