Feedback Contemplators with High Emotional Strain perceived poorly structured feedback content—lacking depth, clarity, actionable information, and personalisation—as their biggest challenge in making sense of feedback¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In the Feedback Contemplators with High Emotional Strain class, students perceived poorly structured feedback content as the biggest challenge in making sense of feedback. → Flora Ji-Yoon Jin 2025
q2 i? Specific content deficits were depth (n = 70, 32.86%), clarity (n = 35, 16.43%), actionable information (n = 30, 14.08%), and personalisation (n = 22, 10.33%). → Flora Ji-Yoon Jin 2025
Evidence¶
Flora Ji-Yoon Jin 2025¶
Flora Ji-Yoon Jin, Lixiang Yan, Roberto Martinez-Maldonado, Dragan Gašević, Philip Wing Keung Chan, Yi-Shan Tsai. (2025). Latent classes of self-reported feedback experiences: exploring students’ challenges, motivations, and action-taking behaviours in feedback processes. Instructional Science. https://doi.org/10.1007/s11251-025-09744-5
q2 · i? · qualitative · r3
Thematic analysis of open-ended question Q3 responses (n = 348, 54.29% reported difficulty making sense of feedback; 176 from this class). The article states "students perceived poorly structured feedback content as the biggest challenge in making sense of feedback", with the printed code frequencies above.
"These included feedback content lacked depth (n = 70, 32.86%), clarity (n = 35, 16.43%), actionable information (n = 30, 14.08%), and personalisation (n = 22, 10.33%), causing considerable difficulty for students in understanding the nature of their errors"
Discussion¶
Related Claims¶
- GenAI can provide personalised feedback in group work, but the depth of personalisation is contested — related
- Latent class analysis of 641 higher education students' survey responses identifies four distinct classes of feedback experience — related
- Perceived usefulness of response-level LLM feedback is most strongly associated with actionability and perceived accuracy — related
- Intention to use consolidated LLM reports is associated with motivation and personalisation — related
- A trusting, supportive teacher-student relationship emerged as a prominent motivator for acting on feedback, especially for Information Seekers with Low Emotional Strain — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
contemplators-poorly-structured-feedback-challenge |
title |
Feedback Contemplators with High Emotional Strain perceived poorly structured feedback content—lacking depth, clarity, actionable information, and personalisation—as their biggest challenge in making sense of feedback |
description |
Feedback Contemplators with High Emotional Strain perceived poorly structured feedback content—lacking depth, clarity, actionable information, and personalisation—as their biggest challenge in making sense of feedback |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — flora-ji-yoon-jin-2025 |
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