At ACEx2026, Dr. Tim Renick and Dr. Kathryn Crowther detailed the results and strategic implications of an innovative pilot program between the National Institute for Student Success (NISS), Georgia State University (GSU), and Studiosity.
"They saw that we had over 3,400 interactions that were with the tool over the course of the pilot. They do quick surveys after a student uses it and 92% said that it was easy to use. That of course was a goal for us. We're trying to make this accessible. We're trying to make sure that students can very easily get online in their LMS, go to the tool, and get some feedback. And 80% of the engagement, no surprise, happened after business hours"
"You can see that for the students who use Studiosity in the pilot, there was over 800 of them. Their DFW rates were around 8%. Everybody is familiar with DFW rates, right? So the D's and the F's and the withdrawal rates. And they had overall grades around a B, a 3.23. Whereas the non-Studiosity students, and these are students within the same class, so they got all the same instruction, all the same context, etc., for the writing, they just didn't engage with the tool. And that was about 330 students. They had a much, much higher DFW rate, 38.9%.".
"Students reported in their reflections feeling supported as a writer, getting a sense that revision and getting feedback was part of the process. And so they began to sort of identify more as a writer. So there was an increased confidence there for writing."
"Some instructors said some of the deeper content it didn't address quite as well. But they liked the fact that what students were doing was getting that multiple rounds of feedback so they could maybe focus on different things each time. And it was a very timely intervention. It was non-punitive. It wasn't like you need to go revise your paper, but it was, okay, best practices, right? We all know that we write things at the last minute, but we want our students to think that you should always be building in time ahead of time to get that feedback in iterative versions."
"So you see students doing two, three, four submissions and their score their writing score improving all the way up to five submissions on this graph. And students, so that was the same assignment being submitted multiple times. Students who submit the same type of document multiple times, so perhaps over the course of semester they do multiple lab reports, they also see their grades improving on that type of document over multiple submissions. So they're getting better at doing the kind of writing they're being asked to do, which is again something we want to see."
"And what we're seeing is that so far, and like I said, we're still processing this data, 66.7% of the papers that were submitted saw an increase in the grade, which you would hope. And the average improvement in the grades was around five points. Some people saw a much bigger bump."
Watch the full video here >> [59:11]