Layered AI feedback was perceived as more encouraging and independence-supporting but imposed higher mental effort¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Layered feedback elicited significantly higher perceived encouragement (p < .001), perceived independence (p = .002), and mental effort (p = .018) than non-layered feedback, with no difference in perceived specificity. → Jie Cao 2026 q3 i? Within the layered group, first-layer feedback was rated higher on encouragement and independence than later-layer feedback (both p < .001). → Jie Cao 2026 (2)

Evidence¶

Jie Cao 2026¶

Jie Cao, Chloe Qianhui Zhao, Christian Schunn, Elizabeth A. McLaughlin, Jionghao Lin, Kenneth R. Koedinger. (2026). Assessing the Impact and Underlying Pathways of Sequenced AI Feedback on Student Learning. arXiv. https://arxiv.org/abs/2604.07469 doi:10.48550/arxiv.2604.07469

q3 · i? · causal · r2

Between-group t-tests on survey scales (layered N=100, non-layered N=99); Table 2 reports d = 0.55 for encouragement, d = 0.45 for independence, and d = 0.34 for mental effort, with no significant difference in perceived specificity (p = 0.1).

"Learnersinthelayeredfeedbackgroupreported significantly higher perceived encouragement (p< .001) and higher perceived independence (p= .002), but also higher mental effort (p= .018)."

Jie Cao 2026 (2)¶

Jie Cao, Chloe Qianhui Zhao, Christian Schunn, Elizabeth A. McLaughlin, Jionghao Lin, Kenneth R. Koedinger. (2026). Assessing the Impact and Underlying Pathways of Sequenced AI Feedback on Student Learning. arXiv. https://arxiv.org/abs/2604.07469

q3 · i? · causal · r2

Paired t-tests within the layered group (N=100) comparing perceptions of first-layer learner-centered feedback versus later-layer elaborated feedback; Table 3 reports d = 0.35 for encouragement and d = 0.67 for independence.

"there was no difference in perceived specificity, but learners reported significantly higher perceived encouragement (p< .001) and perceived independence (p< .001) in the first layer compared to the latter layer."

Discussion¶

Related Claims¶

• Perceived independence did not mediate a significant indirect effect of layered AI feedback on learning performance — related
• A negative behavioral path through frequent resubmissions counteracted the affective benefit of layered feedback — related
• Non-layered AI feedback produced significantly higher post-test performance than layered AI feedback after controlling for pre-test — related
• AI assistance reduces subjective mental effort across all tasks even when it does not reduce completion time, dissociating time and effort — reports the opposite
• AI chatbot access lowers teachers' perceived cognitive effort during learning design — reports the opposite
• The total effect of layered feedback on learning outcomes was significantly negative, with an unmediated negative direct effect — related