Blending Human and AI Feedback: Impacts on Student Engagement and Performance

Session Type: Symposium

Abstract

This session provides a comprehensive overview of the implications of AI-driven feedback across K-12 and higher education contexts. The presenters will share the findings of empirical research on the impact of AI feedback, its influence on students’ learning and motivation-related outcomes, and the design of learning environments by employing the elements of AI-driven feedback. Those studies also cover a variety of participant groups, quantitative and qualitative research methodologies, transcending subjects, education levels, and cultural contexts. Practical recommendations will be offered to support AI-driven feedback in practice, research, and policy to effectively address the diverse needs of learners. These practical recommendations will also equip the audience with actionable strategies to implement AI-driven feedback as an example of advanced technology in education.

Sub Unit

• SIG-Advanced Technologies for Learning

Chairs

• Anastasiya A. Lipnevich, City University of New York

• Basak Calik, Istanbul Medeniyet University

Papers

• The Role of LLM vs. Human Feedback Providers on Perceived Feedback Effectiveness: Does Meta Information Matter? - Livia Kuklick, Humboldt University - Berlin; Theresa Ruwe, Humboldt University - Berlin; Elisabeth Mayweg, Humboldt University - Berlin

• Comparing teacher comments to AI feedback: What students prefer and what is better for them - Ligia Tomazin, Graduate Center - CUNY; Luofan Shu, Graduate Center - CUNY; Anastasiya A. Lipnevich, City University of New York

• AI as a Team Member for Designing Educational Interventions - Daniele Agostini, University of Trento; Anna Serbati, University of Trento; Federica Picasso, University of Trento; Anastasiya A. Lipnevich, City University of New York

• AI Feedback: Moving Past the Hype toward Effective Practice - Hui Yong Tay, National Institute of Education - Nanyang Technological University

Discussant

• Therese N. Hopfenbeck, University of Melbourne