The GenAI feedback group showed a statistically significant post-intervention improvement in the Task Strategies dimension of SRL compared with the tutor group¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Post-intervention Task Strategies scores favoured the treatment group with a moderate effect size (p = .044, r = .35), with no baseline difference. → Yilmaz 2026

Evidence¶

Yilmaz 2026¶

Yilmaz, M., Temur, H. B., Emmungil, L., Çelik, E., Gauthier, A., & Cukurova, M. (2026). Supporting self-regulated learning through generative AI feedback in online higher education: the importance of student perceptions of the source of feedback. International Journal of Educational Technology in Higher Education, 23(16). https://doi.org/10.1186/s41239-026-00592-y

q3 · i2 · causal · r1

Mann–Whitney U test comparing standardised trace-based SRL proxy scores (Ye & Pennisi framework, ~48,000 MOODLE log records) between GenAI (n = 23) and tutor (n = 23) groups; pre-scores showed no significant differences, and post Task Strategies favoured the treatment group.

"However, a significant difference was found in post scores for the Task Strategies skill, favouring the treatment group and yielding a moderate effect size ( p = .044, r = .35)."

Discussion¶

Related Claims¶

• Under blind conditions, students rated GenAI feedback more positively than tutor-generated feedback, with a statistically significant difference only on Genuineness favouring GenAI — related
• Time Management showed a marginally significant post-intervention difference favouring GenAI feedback, while Goal Setting, Help Seeking and Self-Evaluation showed no significant differences — related
• In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — a broader claim this one bears on
• Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — a broader claim this one bears on
• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — a broader claim this one bears on
• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — a broader claim this one bears on