Students perceived AIvaluate assessments as reducing social pressure and offering flexible pacing and ease of use, but noted technical challenges and lack of dynamic human interaction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Reflexive thematic analysis of open-response reflections identified perceived advantages (reduced social pressure, flexible pacing, ease of use) and limitations (technical challenges, lack of dynamic human interaction) of AIvaluate relative to face-to-face assessment. → Habeeb Yusuf 2026

Evidence¶

Habeeb Yusuf 2026¶

Habeeb Yusuf, Arthur Money, Damon Daylamani-Zad. (2026). Exploring student anxiety and experience in performance-based assessments using AIvaluate: an LLM-augmented emotionally intelligent pedagogical AI conversational agent. Educational technology research and development. https://doi.org/10.1007/s11423-026-10634-x

q2 · i? · causal · r2

Reflexive thematic analysis (Braun & Clarke) of open-response reflections collected after both assessment formats from the 35 students, coded inductively and deductively in NVivo with two researchers. The analysis "revealed perceived advantages such as reduced social pressure, flexible pacing and ease of use". Qualitative work; no effect size applies.

"Thematic analysis further revealed perceived advantages such as reduced social pressure, flexible pacing and ease of use, alongside limitations including technical challenges and a lack of dynamic human interaction."

Discussion¶

Related Claims¶

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