| Interactive data categories | |
| What (areas of revision) | This category captures the specific aspects of the text targeted for revision using the revision heuristic (e.g. grammar, argument support, or disciplinary terminology.) |
| How (process—level of revision) | The level of interaction students engaged in with the AI tools using the levels of revision (e.g. immediate correction, educational revision, critical engagement.) |
| Reflective data categories | |
| How (structure—final decision) | This involves how students made a decision about the output resulting in two categories: human-augmented and AI-augmented output. |
| Why | This involves students’ reasoning behind their interaction process and includes three categories: automation, activation preexisting knowledge, and poor knowledge. |
| Interactive data categories | |
| What (areas of revision) | This category captures the specific aspects of the text targeted for revision using the revision heuristic (e.g. grammar, argument support, or disciplinary terminology.) |
| How (process—level of revision) | The level of interaction students engaged in with the AI tools using the levels of revision (e.g. immediate correction, educational revision, critical engagement.) |
| Reflective data categories | |
| How (structure—final decision) | This involves how students made a decision about the output resulting in two categories: human-augmented and AI-augmented output. |
| Why | This involves students’ reasoning behind their interaction process and includes three categories: automation, activation preexisting knowledge, and poor knowledge. |
| Interactive data categories | |
| What (areas of revision) | This category captures the specific aspects of the text targeted for revision using the revision heuristic (e.g. grammar, argument support, or disciplinary terminology.) |
| How (process—level of revision) | The level of interaction students engaged in with the AI tools using the levels of revision (e.g. immediate correction, educational revision, critical engagement.) |
| Reflective data categories | |
| How (structure—final decision) | This involves how students made a decision about the output resulting in two categories: human-augmented and AI-augmented output. |
| Why | This involves students’ reasoning behind their interaction process and includes three categories: automation, activation preexisting knowledge, and poor knowledge. |
| Interactive data categories | |
| What (areas of revision) | This category captures the specific aspects of the text targeted for revision using the revision heuristic (e.g. grammar, argument support, or disciplinary terminology.) |
| How (process—level of revision) | The level of interaction students engaged in with the AI tools using the levels of revision (e.g. immediate correction, educational revision, critical engagement.) |
| Reflective data categories | |
| How (structure—final decision) | This involves how students made a decision about the output resulting in two categories: human-augmented and AI-augmented output. |
| Why | This involves students’ reasoning behind their interaction process and includes three categories: automation, activation preexisting knowledge, and poor knowledge. |
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