An action research study on AI video vs. written feedback: enhancing undergraduate academic writing and critical thinking

This action research explores how AI-assisted feedback formats influence students’ academic writing and critical thinking, a gap particularly relevant in the digital learning landscape. This study involved 40 undergraduate Emirati students divided into two groups, receiving either AI-generated video or written feedback across three assignments. Using a quantitative design , data were gathered using standardized critical thinking and academic writing skills rubrics. Additionally, students completed post-surveys to capture their perceptions, engagement levels and use of AI tools in the learning process. Results showed written feedback significantly improvemed critical thinking (M = 2.80, SD = 0.75) compared to video feedback (M = 2.59, SD = 0.39, p This study explores how AI-generated video and written feedback influence academic writing and critical thinking among Emirati undergraduates. It fills a critical gap in non-Western contexts by showing that written feedback improves critical thinking, while video feedback boosts engagement and ethical AI use. The findings support hybrid, culturally responsive feedback models and offer practical guidance for integrating AI in higher education. Findings of this study inform educators and institutions aiming to enhance student learning through effective, AI-assisted feedback strategies.