Feedback Archives - EduTec Science

Jul212025 by Heather WehnerNo Comments

New Pub: How Feedback Literacy Moderates Student Perceptions of Feedback

Feedback, Higher Education, Journal, New Pub

Whether or not students receive effective feedback can have a big impact on their overall learning process. The more qualitative and personalized the feedback is, the more effective it is in supporting the students with their individual learning goals. The latest developments in learning analytics and artificial intelligence have made it possible to provide a large number of students with personalized feedback automatically and simultaneously. Despite these technical advances, there is still much to be learned about the ability of students to use this feedback for their scholastic benefit. So far, only a limited number of studies have examined the impact of feedback literacy on students' perceptions of feedback, which is particularly true for technology-enhanced learning environments. A newly published paper addresses this issue and focuses on how students interpret…

Jun272025 by Heather WehnerNo Comments

New Pub: How Learners Interpret and Respond to Feedback in Learning Analytics Dashboards

Feedback, Journal, New Pub, Self-Regulation

Online learning platforms can generate a great amount of data about how students engage in the learning process. This data is used to develop learning analytics dashboards as feedback tools to assist students in self-regulating their learning. But how do students use these tools to self-reflect? And how can they use the information provided by learning analytics dashboards (LAD) in a meaningful way? In a new publication these questions are explored using the data from an experimental study with 417 students, which investigated how the students interpret and respond to feedback from LADs. In the study, the students were divided into 2 groups: A treatment group was given personalized self-regulated learning (SRL) feedback from the LAD on the basis of interactions and progress; A control group was given minimal feedback…

May222025 by Heather WehnerNo Comments

New Pub: Pedagogical Framework for Hybrid Intelligent Feedback

Artificial Intelligence, Feedback, Journal, Publication

[caption id="attachment_7525" align="alignright" width="300"] Principles of hybrid intelligent Feedback[/caption] ChatGPT and other Generative Artificial Intelligence (GenAI) tools have quickly become an active part of everyday academic life. Both teachers and students use them regularly to do research, summarize texts or responses, create exercises or quizzes or explain course content. But GenAI needs to be used in a sensible manner and consistent with sound teaching principles. Otherwise, it could lead to an over-reliance on technology and neglect the important roles of teachers and students. Ideally, GenAI should be used to complement rather than replace human-centered education. When pedagogical practices combine the strengths of humans and AI, this can ultimately lead to enhanced creativity, empathy and academic comprehension of students. A recently published paper explores a promising field of human-AI collaboration in…

Jan242025 by Heather WehnerNo Comments

New Pub: The Student Feedback Literacy Instrument (SFLI)

Feedback, Further Education, Journal, New Pub

In the context of higher education, feedback plays an especially important role in the learning process. For students it is not only important to receive feedback, but also to be able to understand and process this feedback in a manner which helps them make learning progress. The knowledge, skills and attitudes students need to navigate the feedback process successfully are referred to as feedback literacy. A recently published study presents a refined version of the Student Feedback Literacy Instrument (SFLI), which offers a powerful tool to measure feedback literacy construct across multiple languages and cultures. The SFLI aims to measure feedback literacy across two key dimensions: feedback attitudes and feedback practices. The full-length version of the instrument was recently refined and tested, alongside a short-form version (SFLI-S), in a multilingual…

Nov72024 by Daniele Di MitriNo Comments

Guest Talk at Monash University

Feedback, Invited talk

During his recent research visit to Australia, Daniele Di Mitri had the privilege of presenting at Monash University, specifically at the Centre for Learning Analytics Monash (COLAM). His talk, titled “The Quest for Automated Feedback,” explored the evolving role of AI in education, particularly in providing meaningful feedback to students. As generative AI tools like ChatGPT become increasingly popular among students seeking feedback on their essays, a critical question arises: How effective is this feedback? Daniele's research delves into the complexities of generating automated feedback, emphasising that it is not a one-size-fits-all solution. Feedback is inherently context-dependent, influenced by various factors, including the learner’s needs, the task at hand, and the feedback modality. The literature on feedback is vast and nuanced. Daniele referenced several foundational models, including Hattie & Timperley (2007) and…

Oct142024 by Heather WehnerNo Comments

New Pub: Conceptual Map Assessment Through Structure Classification

Assessment, Conference, Feedback, Publication, School

In educational settings concept maps are often chosen as a tool to help knowledge constructions be visualized. While mapping out concepts and their relationships, students are able to show how well (or not well) they understand certain subjects. A newly published study, which was presented at the AIED 2024 in Recife, Brazil, takes their usage a step further, examining the structural patterns in concept maps and developing an automated system to classify them. The researchers categorized 511 different concept maps into three key structures: spoke, network and chain. Each structure type can provide its own insight about the deepness of students’ understanding. For example, a "spoke" structure may indicate a surface-level understanding, while a "network" might reflect a more complex comprehension. The researchers trained multiclass classification models using statistical data…

Oct92024 by Daniele Di MitriNo Comments

Exploring Complexity in Human Learning at the Johanna Quandt Young Academy School

Feedback, Invited talk

On Monday, 7th October 2024, Dr. Daniele Di Mitri had the pleasure of presenting at the Johanna Quandt Young Academy School, held at the Forschungskolleg Humanwissenschaften in Bad Homburg. This event was a fantastic opportunity to delve into the intricate topic of "Complexity in Human Learning" alongside Dr. Elena Galeano Weber. Dr. Di Mitri's segment of the presentation focused on "Supporting Learning with AI through Feedback." He explored the multifaceted nature of complexity in human learning and discussed the critical aspects to consider when designing meaningful AI-automated feedback. The goal was to highlight how AI can be leveraged to enhance learning experiences by providing timely and relevant feedback, thus supporting learners in navigating complex educational landscapes. Understanding complexity in human learning is crucial for developing effective educational tools and strategies.…

Sep142024 by Prof. Dr. Hendrik DrachslerNo Comments

HILA goes to school – Keynote at ISDT24, Linnaeus University, Sweden

Artificial Intelligence, Conference, Feedback, Keynote, Learning Analytics, School

What happens when Highly-Informative Learning Analytics (HILA) goes to school? That’s exactly what Hendrik Drachsler explored during his keynote at the 3rd International Symposium on Digital Transformation (ISDT24) in Linnaeus University Växjö, Sweden. His talk highlighted the impact of the AFLEK project, a transformative initiative under the HILA research program, which focuses on improving learning outcomes in secondary schools through actionable data and AI-driven tools. The keynote wasn't just about theoretical advances; it presented real-world applications that are actively shaping how secondary education functions today. Through three key publications, Drachsler demonstrated how the integration of Data-Enriched Learning Activities (DeLA), teacher dashboards, and empirical research has paved the way for improved teaching practices and measurable student success. Let’s dive into what happens when HILA meets the classroom. Key Highlights from Hendrik…

Jul122024 by Prof. Dr. Hendrik DrachslerNo Comments

Advancing Automated Analysis of Concept Maps at AIED24

Artificial Intelligence, Feedback, Higher Education, Learning Analytics, Publication, School, Workshop, Workshop

The 25th International Conference on Artificial Intelligence in Education (AIED 2024), held from July 8-12 in Recife, Brazil, was a significant event for the Highly Informative Learning Analytics Research Programme. This year marked the first Brazilian-German cooperation in this field, supported by the Alexander Humboldt Foundation, the DIPF in Frankfurt and IPN in Kiel under the ALICE project. Two workshop papers presented at the conference showcased innovative approaches to automatically analyze concept maps, promising to automate the way educators assess and understand the student-created context. #AIED24 #LearningAnalytics #ConceptMaps #AIinEducation #EducationalTechnology #MachineLearning #CulturalDiversity #RealTimeFeedback #EdTech #AI #Education #CrossCulturalCollaboration Paper 1: The Influence of Diverse Educational Contexts on Concept Map Structures Authors: Laís P. Van Vossen, Isabela Gasparini, Elaine H. T. Oliveira, Berrit Czinczel, Ute Harms, Lukas Menzel, Sebastian Gombert, Knut Neumann,…

Jul22024 by Heather WehnerNo Comments

New pub: Potentials and Challenges of Generative AI in Instruction and Research on Instruction

Artificial Intelligence, Feedback, General education, Journal, New Pub, School

Artificial Intelligence (AI) is becoming such a part of our daily lives that soon it will be almost impossible to imagine life without it. Especially since the emergence of ChatGPT and other Large Language Models, endless new possibilities have arisen for the usage of AI in many areas, especially in educational settings. Currently, the effective use of AI in education, both in teaching and learning, remains largely undefined, as do its limitations. We are also missing clarity regarding the potential benefits of AI for instructional research and the ethical boundaries of its use in this field. The opportunities and challenges associated with integrating AI into educational practices and research are explored in a newly published article from Hendrik Drachsler, Knut Neumann and Jochen Kuhn. In their paper they identify specific…