arXiv:2608. 11625v1 Announce Type: new Abstract: Feedback processes strongly influence student learning, yet their educational value depends on addressing two distinct challenges: providing high-quality, timely, and individualised feedback at scale, and supporting students to interpret, evaluate, and act on that feedback productively.
By Omar Alsaiari, Nilufar Baghaei, Jason M. Lodge, Dragan Ga\v{s}evi'c, Naomi Winstone, Hassan Khosravi
arXiv:2608. 11625v2 Announce Type: replace Abstract: Feedback processes strongly influence student learning, yet their educational value depends on addressing two distinct challenges: providing high-quality, timely, and individualised feedback at scale, and supporting students to interpret, evaluate, and act on that feedback productively.
By Omar Alsaiari, Nilufar Baghaei, Jason M. Lodge, Dragan Ga\v{s}evi'c, Naomi Winstone, Hassan Khosravi
arXiv:2608. 12351v1 Announce Type: cross Abstract: Generative artificial intelligence (GenAI) has challenged the validity of unsupervised online assessment, especially in technical subjects where plausible answers can be produced with little effort.
By Riasat Islam (School of Electronic Engineering and Computer Science, Queen Mary University of London, London, United Kingdom), Thomas Roelleke (School of Electronic Engineering and Computer Science, Queen Mary University of London, London, United Kingdom)
arXiv:2606. 30774v1 Announce Type: new Abstract: We study when natural-language feedback produces improvement beyond the gains obtainable from repeated attempts alone.
By Bart{\l}omiej Cupia{\l}, Jan {\L}ojek, Miko{\l}aj Garstecki, Szymon Pob{\l}ocki, Alicja Ziarko, Piotr Mi{\l}o\'s
arXiv:2604. 01114v3 Announce Type: replace-cross Abstract: As generative AI systems are integrated into educational settings, students often encounter AI-generated output while working through learning tasks, either by requesting help or through integrated tools.
By Griffin Pitts, Neha Rani, Weedguet Mildort
arXiv:2605. 21629v2 Announce Type: replace-cross Abstract: How much have students' ordinary learning processes shifted in response to generative AI, and how does that affect their durable learning outcomes?
By Sina Rismanchian, Hasan Uzun, Jeffrey Matayoshi, Eric Cosyn, Eyad Kurd-Misto