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Table 1. Survey results on student satisfaction, usage intention and responses to
negative feedback
Mean Score
Survey Item
(Maximum Score: 5.00)
1. Satisfaction
I am satisfied with the performance of the AI- 4.21
assisted System for Assignment
2. Usage Intention
Based on my experience, I am very likely to use 4.16
the AI-assisted System for Assignment
3. *Effect of Negative Feedback
**I felt motivated after receiving negative 3.51
feedback from the AI system
I used the negative feedback from the AI 3.81
system to revise and improve my assignment
*Negative feedback refers to constructive comments that highlight errors or areas
for improvement (e.g., structure, writing style, critical thinking, language use, spelling,
and grammar).
**The original item was negatively phrased; it was reworded positively and reverse-coded
to ensure consistency in interpretation.
As this study employed single-item measures for the constructs Satisfaction and
Usage Intention, internal consistency reliability indices such as Cronbach’s alpha are not
applicable. Nevertheless, these items were adapted from a previously validated multi-
item instrument that demonstrated strong internal consistency reliability. As shown in
Table 2, the original scale reported high Cronbach’s alpha values for key constructs,
namely Intention to Use (α = 0.96) and Satisfaction (α = 0.97), indicating excellent
reliability.
Table 2. Reliability coefficients of the original multi-item scale (original instrument)
Construct Cronbach’s Alpha
Intention to Use (3 items) 0.96
Satisfaction (3 items) 0.97
Perception of Negative Feedback (3 0.40
items)

However, the construct of Perception of Negative Feedback exhibited a relatively
low reliability coefficient (α = 0.40), suggesting potential variability in how respondents
interpret or respond to negatively framed feedback items. Despite this limitation, two
items from this construct were retained to capture learners’ immediate affective
reactions to negative feedback, which remains a critical dimension of the study.
7. Discussion
The results indicate an overall positive response to the AI-assisted feedback system
for assignments. Students reported high satisfaction (mean = 4.21) and a strong intention
to continue using the system (mean = 4.16), suggesting that it is perceived as a useful and
effective support tool in the ODL context. These findings align with prior studies showing
strong acceptance of AI--assisted feedback when it is timely and supports self-regulated
learning (Er et al., 2024; Zawacki-Richter et al., 2019). The system’s ability to provide
immediate feedback also reflects key principles of formative assessment, helping learners

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