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.

翻译：在自适应写作支持系统中，修订行为是一个重要且相对新兴的研究领域，能够改进此类工具的设计与有效性，并促进学生的自我调节学习。理解这些工具的使用方式对于优化其支持学习者写作与学习过程至关重要。本文提出了一种新颖的分析流程，能够规模化洞察学生的修订行为。我们利用两组学生在教育场景中使用自适应写作支持工具的数据集，通过该流程证明该工具有效促进了学习者的修订行为。基于写作反馈类型，我们分析发现学习者在文本修订中存在不同策略：优秀案例的使用者随时间推移持续改进，且女性学习者效率更高。本研究贡献了一套可规模化测量写作任务中自我调节学习行为（如参与度与修订行为）的分析流程，为未来教育领域自适应写作支持系统的设计提供依据，旨在增强其对学生的写作支持效能。源代码已开源：https://github.com/lucamouchel/Understanding-Revision-Behavior。