Pre-service teachers who received NLP-based adaptive feedback were better able to justify their diagnoses than those who received static feedback (reported from Sailer et al.)¶

Claim · All claims
Evidence · 2 studies · 1 causal r?, 1 theoretical r2 · q2–q3
Currency · newest study 2023 · 1 of 2 entries checked against their sources (automated) · not reviewed by a person

Subclaims¶

q2 i? In an experimental study in teacher education, pre-service teachers receiving adaptive feedback justified their diagnoses better than prospective teachers receiving static feedback. → Kasneci 2023

q3 i? Compared with static expert-solution feedback, automatic adaptive feedback improved the quality of pre-service teachers' justifications in written assignments. → Sailer 2022

Evidence¶

Kasneci 2023¶

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J., & Kasneci, G. (2023). ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education. https://doi.org/10.1016/j.lindif.2023.102274

q2 · i? · theoretical · r2

Narrative review attribution in Section 2.2: the paper reports Sailer et al.'s experimental study on NLP-based adaptive feedback for diagnosing students' learning difficulties in teacher education; no sample size or effect size is printed in this review.

"In their experimental study, they found that pre-service teachers who received adaptive feedback were better able to justify their diagnoses than prospective teachers who received static feedback."

Sailer 2022¶

Sailer, Michael; Bauer, Elisabeth; Hofmann, Riikka; Kiesewetter, Jan; Glas, Julia. (2022). Adaptive Feedback from Artificial Neural Networks Facilitates Pre-Service Teachers' Diagnostic Reasoning in Simulation-based Learning. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101620

q3 · i? · causal · r?

Experimental study with N = 178 pre-service teachers working on simulations of pupils with learning difficulties, comparing ANN-based adaptive feedback with static expert-solution feedback. The article reports that "adaptive feedback facilitates pre-service teachers' quality of justifications in written assignments". No effect size is printed in the available text.

"Results show that adaptive feedback facilitates pre-service teachers' quality of justifications in written assignments, but not their diagnostic accuracy."

Discussion¶

Related Claims¶

- Direct GenAI-supported feedback improves immediate argument-quality gain over peer feedback, while reflective and hybrid designs outperform direct GenAI feedback — the general claim this finding bears on, with the studies behind it¶

• Pre-service teachers' collaborative diagnostic accuracy does not per se exceed individual diagnostic accuracy, but collaboration support can significantly enhance the added value of collaborative diagnosis — related
• A feedback provision scaffold of prompts plus a sample solution significantly improves the quality of feedback messages pre-service teachers provide on peers' case analyses — related
• Evidence sharing relates positively to diagnostic justification quality — related
• NLP-based feedback generation for textual student answers in large courses reduced grading effort by up to 85% with high precision (reported from Bernius et al.) — related
• Adaptive feedback outperforms generic feedback for pre-service teachers' noticing in a virtual classroom — related
• Adaptive feedback does not improve pre-service teachers' diagnostic accuracy in simulation-based learning — related
• Static expert-solution feedback had detrimental effects on the learning process when pre-service teachers worked in dyads — related
• Collaboration format (individual vs. dyad) was experimentally manipulated alongside feedback format in simulation-based teacher learning — related
• The field's greatest need is an extensive experimental and critical study of the relative diagnostic value of available individual tests, followed by establishment of norms — related