Adaptive feedback outperforms generic feedback for pre-service teachers' noticing in a virtual classroom¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Huang et al.'s virtual classroom environment, adaptive feedback based on a diagnosis of noticing behavior was more effective than generic feedback for pre-service teachers' visual attention and noticing. → Anselm Strohmaier 2026

Evidence¶

Anselm Strohmaier 2026¶

Anselm Strohmaier, Fien Depaepe, Michael Nickl, Andreas Obersteiner. (2026). A domain-specific perspective on adaptivity. Learning and Instruction 104. https://doi.org/10.1016/j.learninstruc.2026.102364

q2 · i? · theoretical · r3

The editorial reports, citing Huang et al. (2025), an intervention with pre-service teachers in a virtual classroom where noticing was operationalized via eye tracking and self-reports; "adaptive feedback was more effective than generic feedback".

"Based on this diagnosis, learners received adaptive feedback including a personalized description of their noticing pattern and recommendations for improvement. Here, adaptive feedback was more effective than generic feedback."

Discussion¶

Related Claims¶

• 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.) — 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
• The review reports AI-driven personalization improves student engagement and learning outcomes, and virtual teaching assistants support diverse learning needs — a broader claim this one bears on
• Adaptive feedback does not improve pre-service teachers' diagnostic accuracy in simulation-based learning — related