“We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students
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| Yayımlandı: | Education Sciences vol. 15, no. 1 (2025), p. 58 |
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| Yazar: | |
| Diğer Yazarlar: | , |
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MDPI AG
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| Konular: | |
| Online Erişim: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15010058 |2 doi | |
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| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Burner, Tony |u Department of Languages and Literature Studies, University of South-Eastern Norway, 3045 Drammen, Norway | |
| 245 | 1 | |a “We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Artificial intelligence (AI) technologies have the potential to enhance learning, teaching, and assessment by providing AI-generated feedback to students. This study used five different AI plug-ins and four different knowledge bases for the optimization of feedback in classroom formative assessments. The sample consisted of 26 students and 13 teachers at five secondary schools in Norway. Interviews and unstructured observations were used to collect data. The findings indicate that AI-generated feedback is appreciated by both students and teachers. It provides immediate subject-specific, concrete, and relevant feedback. High-performing students were motivated to further improve their writing. However, some students found the feedback to be too general or complicated, and the teachers who had not conducted whole-term periodic planning struggled with using AI for formative assessment purposes. Finally, both students and teachers contend that the teacher needs to have the last word when AI takes over formative feedback procedures. | |
| 610 | 4 | |a OpenAI | |
| 651 | 4 | |a Norway | |
| 653 | |a SWOT analysis | ||
| 653 | |a Students | ||
| 653 | |a Curricula | ||
| 653 | |a Workloads | ||
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| 653 | |a General Data Protection Regulation | ||
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| 653 | |a Formative evaluation | ||
| 653 | |a Automation | ||
| 653 | |a Generative artificial intelligence | ||
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| 653 | |a Integrated approach | ||
| 653 | |a Literacy | ||
| 653 | |a Learning Analytics | ||
| 653 | |a Critical Thinking | ||
| 653 | |a Curriculum Development | ||
| 653 | |a Expertise | ||
| 653 | |a Lesson Plans | ||
| 653 | |a Elementary Education | ||
| 653 | |a Effect Size | ||
| 653 | |a Artificial Intelligence | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Computer Assisted Testing | ||
| 653 | |a Intelligent Tutoring Systems | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Curriculum Design | ||
| 653 | |a Learning Processes | ||
| 653 | |a Computers | ||
| 653 | |a Assessment Literacy | ||
| 653 | |a Computer Assisted Instruction | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a Elementary School Students | ||
| 653 | |a Elementary Schools | ||
| 653 | |a Holistic Approach | ||
| 653 | |a Educational Facilities Improvement | ||
| 700 | 1 | |a Lindvig, Yngve |u Learnlab, 0164 Oslo, Norway; <email>yngve@learnlab.net</email> (Y.L.); <email>jarlinge@learnlab.net</email> (J.I.W.) | |
| 700 | 1 | |a Wærness, Jarl Inge |u Learnlab, 0164 Oslo, Norway; <email>yngve@learnlab.net</email> (Y.L.); <email>jarlinge@learnlab.net</email> (J.I.W.) | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 1 (2025), p. 58 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3159411507/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3159411507/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3159411507/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |