Effects of AI‐generated adaptive feedback on statistical skills and interest in statistics: A field experiment in higher education
This study explores whether AI‐generated adaptive feedback or static feedback is favourable for student interest and performance outcomes in learning statistics in a digital learning environment. Previous studies have favoured adaptive feedback over static feedback for skill acquisition, however, wi...
Saved in:
| Published in | British journal of educational technology Vol. 56; no. 5; pp. 1735 - 1757 |
|---|---|
| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Coventry
Blackwell Publishing Ltd
01.09.2025
|
| Subjects | |
| Online Access | Get full text |
Cover
Loading…
| Abstract | This study explores whether AI‐generated adaptive feedback or static feedback is favourable for student interest and performance outcomes in learning statistics in a digital learning environment. Previous studies have favoured adaptive feedback over static feedback for skill acquisition, however, without investigating the outcome of students' subject‐specific interest. This study randomly assigned 90 educational sciences students to four conditions in a 2 × 2 Solomon four‐group design, with one factor feedback type (adaptive vs. static) and, controlling for pretest sensitisation, another factor pretest participation (yes vs. no). Using a large language model, the adaptive feedback provided feedback messages tailored to students' responses for several tasks on reporting statistical results according to APA style, while static feedback offered a standardised expert solution. There was no evidence of pretest sensitisation and no significant effect of the feedback type on task performance. However, a significant medium‐sized effect of feedback type on interest was found, with lower interest observed in the adaptive condition than in the static condition. In highly structured learning tasks, AI‐generated adaptive feedback, compared with static feedback, may be non‐essential for learners' performance enhancement and less favourable for learners' interest, potentially due to its impact on learners' perceived autonomy and competence. |
|---|---|
| AbstractList | This study explores whether AI‐generated adaptive feedback or static feedback is favourable for student interest and performance outcomes in learning statistics in a digital learning environment. Previous studies have favoured adaptive feedback over static feedback for skill acquisition, however, without investigating the outcome of students' subject‐specific interest. This study randomly assigned 90 educational sciences students to four conditions in a 2 × 2 Solomon four‐group design, with one factor feedback type (adaptive vs. static) and, controlling for pretest sensitisation, another factor pretest participation (yes vs. no). Using a large language model, the adaptive feedback provided feedback messages tailored to students' responses for several tasks on reporting statistical results according to APA style, while static feedback offered a standardised expert solution. There was no evidence of pretest sensitisation and no significant effect of the feedback type on task performance. However, a significant medium‐sized effect of feedback type on interest was found, with lower interest observed in the adaptive condition than in the static condition. In highly structured learning tasks, AI‐generated adaptive feedback, compared with static feedback, may be non‐essential for learners' performance enhancement and less favourable for learners' interest, potentially due to its impact on learners' perceived autonomy and competence. |
| Author | Klippert, Moritz Stadler, Matthias Pickal, Amadeus J. Sailer, Michael Richters, Constanze Bauer, Elisabeth |
| Author_xml | – sequence: 1 givenname: Elisabeth orcidid: 0000-0003-4078-0999 surname: Bauer fullname: Bauer, Elisabeth email: elisabeth.bauer@uni‐a.de organization: University of Augsburg – sequence: 2 givenname: Constanze surname: Richters fullname: Richters, Constanze organization: Institute of Medical Education, LMU University Hospital, LMU Munich – sequence: 3 givenname: Amadeus J. orcidid: 0000-0001-5897-3153 surname: Pickal fullname: Pickal, Amadeus J. organization: University of Augsburg – sequence: 4 givenname: Moritz surname: Klippert fullname: Klippert, Moritz organization: University of Augsburg – sequence: 5 givenname: Michael surname: Sailer fullname: Sailer, Michael organization: University of Augsburg – sequence: 6 givenname: Matthias surname: Stadler fullname: Stadler, Matthias organization: Institute of Medical Education, LMU University Hospital, LMU Munich |
| BookMark | eNp90M1OAjEUBeDGYCKgG5-giTuTwXY6nR93SFAxJG5wPel0bqEwdrAtKjsXPoDP6JNYwMSd3bRNvvaenB7qmNYAQueUDGhYV9US_ICylBRHqEuTNItyzngHdQkhWUQJZSeo59wyXAnjSRd9jpUC6R1uFR5Ovj--5mDACg81FrVYe_0KWAHUlZAr3BrsvPDaeS1Fg91KN43DwtRYGw8WnA-HP-Ku8RArDU2N4X0NVj-D2YuFni_AYqg3MtDWnKJjJRoHZ797Hz3djmej-2j6eDcZDaeRjIu8iHjKq4plMYM8jqtKCqLytM44l4TLKiUiFUIxBaksiixETmJesZrTXCjC4kSyPro4_Lu27csmxC2X7caaMLJkMcvjJMkyEtTlQUnbOmdBlesQXdhtSUm5a7nctVzuWw6YHvCbbmD7jyxvHsazw5sf6CGELw |
| Cites_doi | 10.1080/00461520.2014.965823 10.3390/ime2030019 10.1038/s41562‐024‐02004‐5 10.1007/s10648‐017‐9426‐2 10.1080/10494820.2021.1926289 10.1016/j.learninstruc.2024.102030 10.3102/003465430298487 10.1177/07356331211045304 10.3390/ai6020035 10.1016/j.lindif.2023.102274 10.1080/00461520.1991.9653136 10.1016/j.compedu.2022.104552 10.1186/s41239‐023‐00425‐2 10.1007/s10639‐021‐10839‐y 10.1080/26939169.2024.2365892 10.3389/feduc.2022.977631 10.1016/j.caeai.2022.100080 10.1111/j.2044‐8279.2012.02080.x 10.1080/0309877X.2021.1879744 10.52041/serj.v2i2.553 10.1037/0033‐2909.104.1.150 10.1016/j.cedpsych.2015.08.004 10.1016/j.compedu.2013.09.011 10.1007/s40593‐023‐00387‐6 10.3102/0034654307313795 10.1016/j.caeai.2024.100299 10.5283/epub.34338 10.1016/j.learninstruc.2022.101620 10.1016/j.sbspro.2010.12.236 10.1016/j.iheduc.2023.100923 10.1007/s11092‐008‐9068‐5 10.3102/00346543042003237 10.1016/j.intell.2018.11.003 10.1111/jcal.13123 10.1080/02602938.2020.1823314 10.1016/j.learninstruc.2005.07.007 10.1177/0098628311430640 10.1016/j.caeai.2023.100199 10.1207/s15326985ep4102_4 10.1207/S15327965PLI1104_01 10.1007/s11031‐014‐9419‐0 10.1111/j.1751‐5823.2002.tb00336.x 10.30935/cedtech/8584 10.3389/fpsyg.2019.03087 10.1007/1-4020-2278-6 10.1016/j.compedu.2023.104785 10.1080/23265507.2017.1354313 10.1016/j.learninstruc.2019.04.003 10.2378/peu2024.art08d 10.1016/j.compedu.2020.104094 10.1080/09500790903082362 10.1007/s12528‐019‐09216‐z 10.1016/j.lindif.2020.101963 10.1016/j.learninstruc.2009.11.001 10.1108/JARHE‐06‐2020‐0157 10.1007/s11251‐014‐9323‐8 10.1080/15391523.2020.1719943 10.1037/h0062958 10.1177/07356331221077901 10.1080/09500693.2010.518645 10.1177/0038038508094576 10.1016/j.tate.2010.06.025 10.1080/10691898.2002.11910678 10.1016/j.learninstruc.2024.101894 |
| ContentType | Journal Article |
| Copyright | 2025 The Author(s). published by John Wiley & Sons Ltd on behalf of British Educational Research Association. 2025. This work is published under Creative Commons Attribution License~https://creativecommons.org/licenses/by/3.0/ (the "License"). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. |
| Copyright_xml | – notice: 2025 The Author(s). published by John Wiley & Sons Ltd on behalf of British Educational Research Association. – notice: 2025. This work is published under Creative Commons Attribution License~https://creativecommons.org/licenses/by/3.0/ (the "License"). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. |
| DBID | 24P AAYXX CITATION 7SC 8FD AHOVV JQ2 L7M L~C L~D |
| DOI | 10.1111/bjet.13609 |
| DatabaseName | Wiley Online Library Open Access CrossRef Computer and Information Systems Abstracts Technology Research Database Education Research Index ProQuest Computer Science Collection Advanced Technologies Database with Aerospace Computer and Information Systems Abstracts Academic Computer and Information Systems Abstracts Professional |
| DatabaseTitle | CrossRef Computer and Information Systems Abstracts Technology Research Database Computer and Information Systems Abstracts – Academic Advanced Technologies Database with Aerospace ProQuest Computer Science Collection Computer and Information Systems Abstracts Professional |
| DatabaseTitleList | Computer and Information Systems Abstracts CrossRef |
| Database_xml | – sequence: 1 dbid: 24P name: Wiley Online Library Open Access url: https://authorservices.wiley.com/open-science/open-access/browse-journals.html sourceTypes: Publisher |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 1467-8535 |
| EndPage | 1757 |
| ExternalDocumentID | 10_1111_bjet_13609 BJET13609 |
| Genre | researchArticle |
| GrantInformation_xml | – fundername: Stiftung Innovation in der Hochschullehre |
| GroupedDBID | -W8 -~X .3N .GA .GO .Y3 05W 07C 0R~ 10A 1OB 1OC 23N 24P 31~ 33P 3EH 4.4 41~ 50Y 50Z 51W 51Y 52M 52O 52Q 52S 52T 52U 52W 5GY 5HH 5LA 5VS 66C 6J9 702 7PT 8-0 8-1 8-3 8-4 8-5 8UM 930 A04 AABNI AAESR AAHQN AAHSB AAMMB AAMNL AANHP AAONW AAOUF AASGY AAXRX AAYCA AAYJJ AAZKR ABCQN ABCUV ABDBF ABDPE ABEML ABIVO ABJNI ABPVW ABSOO ACAHQ ACBKW ACBWZ ACCZN ACFBH ACGFO ACGFS ACHQT ACPOU ACRPL ACSCC ACUHS ACXQS ACYXJ ADBBV ADEMA ADEOM ADIZJ ADKYN ADMGS ADMHG ADNMO ADXAS ADZMN AEFGJ AEGXH AEIGN AEIMD AEUYR AEYWJ AFBPY AFEBI AFFPM AFGKR AFKFF AFWVQ AFZJQ AGHNM AGQPQ AGXDD AHBTC AHEFC AI. AIAGR AIDQK AIDYY AIURR ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN ALVPJ AMBMR AMYDB ASPBG ASTYK AVWKF AZBYB AZFZN AZVAB BAFTC BDRZF BFHJK BMXJE BNVMJ BQESF BROTX BRXPI BY8 CAG COF CS3 D-C D-D DC6 DCZOG DPXWK DR2 DRFUL DRMBU DRSSH DU5 EAD EAP EAS EBS EDJ EJD EMK EST ESX F00 F01 F5P FEDTE FZ0 G-S G.N G50 GODZA HF~ HGLYW HVGLF HZI HZ~ IHE IX1 J0M K48 LATKE LC2 LC4 LEEKS LH4 LITHE LOXES LP6 LP7 LPU LUTES LW6 LYRES MEWTI MK4 MRFUL MRSSH MSFUL MSSSH MXFUL MXSSH N04 N06 N9A NF~ O66 O9- OHT OIG P2P P2W P2Y P4C PALCI PQQKQ Q.N Q11 QB0 QF4 QM7 QN7 R.K RIWAO RJQFR ROL RPD RX1 SAMSI SUPJJ TUS UB1 V8K VH1 W8V W99 WBKPD WGMDG WH7 WIH WII WOHZO WQZ WSUWO WXSBR XG1 XOL ZCA ZZTAW ~IA ~WP AAYXX CITATION 7SC 8FD AHOVV JQ2 L7M L~C L~D |
| ID | FETCH-LOGICAL-c2989-565bb3723e822bbca0f86d755c05cb60a6aaf3fe6c997edb425b3d518af0324c3 |
| IEDL.DBID | DR2 |
| ISSN | 0007-1013 |
| IngestDate | Sat Aug 23 13:19:25 EDT 2025 Thu Aug 14 00:20:40 EDT 2025 Mon Aug 11 09:20:34 EDT 2025 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 5 |
| Language | English |
| License | Attribution |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c2989-565bb3723e822bbca0f86d755c05cb60a6aaf3fe6c997edb425b3d518af0324c3 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| ORCID | 0000-0001-5897-3153 0000-0003-4078-0999 |
| OpenAccessLink | https://proxy.k.utb.cz/login?url=https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fbjet.13609 |
| PQID | 3238244770 |
| PQPubID | 47505 |
| PageCount | 23 |
| ParticipantIDs | proquest_journals_3238244770 crossref_primary_10_1111_bjet_13609 wiley_primary_10_1111_bjet_13609_BJET13609 |
| PublicationCentury | 2000 |
| PublicationDate | September 2025 |
| PublicationDateYYYYMMDD | 2025-09-01 |
| PublicationDate_xml | – month: 09 year: 2025 text: September 2025 |
| PublicationDecade | 2020 |
| PublicationPlace | Coventry |
| PublicationPlace_xml | – name: Coventry |
| PublicationTitle | British journal of educational technology |
| PublicationYear | 2025 |
| Publisher | Blackwell Publishing Ltd |
| Publisher_xml | – name: Blackwell Publishing Ltd |
| References | 2023; 31 2015; 39 2017; 4 2002; 10 2021; 162 2008; 78 2023; 103 1972; 42 2020; 12 2024; 34 2023; 2 2024 2020; 10 2021; 72 2007; 77 2022; 27 2023; 83 1988; 104 2023; 20 2024; 6 2020; 52 2024; 8 2024; 7 2024; 2150 2000; 11 2015; 43 2024; 71 2011a; 21 2003; 2 2018; 30 2010; 9 2021; 46 2009; 22 2021; 86 2009; 21 2019; 72 2019; 31 2025; 6 2011b; 27 2023; 200 2013; 83 2002; 7 2024; 60 2014; 49 2022; 46 2007 2011; 33 2004 2012; 39 1992 2002 2025; 95 2022; 188 2021; 13 1949; 46 2006; 41 1991; 26 2022; 3 2022; 60 2022 2020 2022; 7 2022; 8 2024; 91 2018 2002; 70 2008; 42 2005; 15 2014; 71 2025; 41 e_1_2_11_72_1 e_1_2_11_32_1 e_1_2_11_55_1 e_1_2_11_30_1 e_1_2_11_57_1 e_1_2_11_36_1 Krapp A. (e_1_2_11_42_1) 2002 e_1_2_11_51_1 e_1_2_11_74_1 e_1_2_11_13_1 Hetmanek A. (e_1_2_11_31_1) 2018 e_1_2_11_53_1 e_1_2_11_76_1 e_1_2_11_11_1 e_1_2_11_29_1 e_1_2_11_6_1 e_1_2_11_27_1 e_1_2_11_4_1 e_1_2_11_48_1 Griendling L. M. (e_1_2_11_26_1) 2022; 8 Prenzel M. (e_1_2_11_59_1) 1992 Ma B. (e_1_2_11_50_1) 2024 e_1_2_11_60_1 e_1_2_11_20_1 e_1_2_11_45_1 e_1_2_11_66_1 e_1_2_11_47_1 e_1_2_11_68_1 e_1_2_11_24_1 e_1_2_11_41_1 e_1_2_11_62_1 e_1_2_11_8_1 e_1_2_11_22_1 e_1_2_11_43_1 e_1_2_11_64_1 e_1_2_11_17_1 e_1_2_11_15_1 e_1_2_11_38_1 e_1_2_11_19_1 e_1_2_11_71_1 e_1_2_11_10_1 e_1_2_11_56_1 e_1_2_11_58_1 e_1_2_11_14_1 Horbach A. (e_1_2_11_34_1) 2022 e_1_2_11_35_1 e_1_2_11_52_1 e_1_2_11_73_1 e_1_2_11_12_1 Franklin C. (e_1_2_11_21_1) 2007 e_1_2_11_54_1 e_1_2_11_75_1 e_1_2_11_7_1 e_1_2_11_28_1 e_1_2_11_5_1 e_1_2_11_3_1 e_1_2_11_49_1 Hidi S. (e_1_2_11_33_1) 2004 e_1_2_11_61_1 Stamper J. (e_1_2_11_70_1) 2024 e_1_2_11_44_1 e_1_2_11_67_1 e_1_2_11_46_1 e_1_2_11_69_1 e_1_2_11_25_1 e_1_2_11_40_1 e_1_2_11_63_1 e_1_2_11_9_1 e_1_2_11_23_1 e_1_2_11_65_1 e_1_2_11_18_1 Ahmed U. Z. (e_1_2_11_2_1) 2020 e_1_2_11_16_1 e_1_2_11_37_1 e_1_2_11_39_1 |
| References_xml | – volume: 31 start-page: 3326 issue: 6 year: 2023 end-page: 3339 article-title: Student engagement in K‐12 online learning amid COVID‐19: A qualitative approach from a self‐determination theory perspective publication-title: Interactive Learning Environments – volume: 2 start-page: 198 issue: 3 year: 2023 end-page: 205 article-title: Prompt engineering in medical education publication-title: International Medical Education – volume: 78 start-page: 153 issue: 1 year: 2008 end-page: 189 article-title: Focus on formative feedback publication-title: Review of Educational Research – volume: 21 start-page: 58 issue: 1 year: 2011a end-page: 67 article-title: Situational interest and academic achievement in the active‐learning classroom publication-title: Learning and Instruction – volume: 41 start-page: 111 issue: 2 year: 2006 end-page: 127 article-title: The four‐phase model of interest development publication-title: Educational Psychologist – volume: 26 start-page: 299 issue: 3–4 year: 1991 end-page: 323 article-title: Interest, learning, and motivation publication-title: Educational Psychologist – volume: 4 start-page: 118 issue: 1 year: 2017 end-page: 133 article-title: Definitions and models of statistical literacy: A literature review publication-title: Open Review of Educational Research – volume: 52 start-page: 275 issue: 3 year: 2020 end-page: 300 article-title: Toward a taxonomy of adaptivity for learning publication-title: Journal of Research on Technology in Education – volume: 103 year: 2023 article-title: ChatGPT for good? On opportunities and challenges of large language models for education publication-title: Learning and Individual Differences – volume: 34 start-page: 1378 year: 2024 end-page: 1416 article-title: From the automated assessment of student essay content to highly informative feedback: A case study publication-title: International Journal of Artificial Intelligence in Education – volume: 60 start-page: 1716 issue: 7 year: 2022 end-page: 1741 article-title: Supporting the instructional videos with chatbot and peer feedback mechanisms in online learning: The effects on learning performance and intrinsic motivation publication-title: Journal of Educational Computing Research – volume: 10 start-page: 1 issue: 3 year: 2002 end-page: 12 article-title: Statistical literacy as a goal for introductory statistics courses publication-title: Journal of Statistics Education – volume: 86 year: 2021 article-title: Investigating statistical literacy and scientific reasoning & argumentation in medical‐, social sciences‐, and economics students publication-title: Learning and Individual Differences – volume: 27 start-page: 5767 issue: 4 year: 2022 end-page: 5787 article-title: Exploring a self‐directed interactive app for informal EFL learning: A self‐determination theory perspective publication-title: Education and Information Technologies – volume: 60 year: 2024 article-title: The effects of dynamic and static feedback under tasks with different difficulty levels in digital game‐based learning publication-title: The Internet and Higher Education – volume: 2150 start-page: 32 year: 2024 end-page: 43 – volume: 46 start-page: 46 issue: 1 year: 2022 end-page: 61 article-title: Teaching statistics to non‐specialists: Challenges and strategies for success publication-title: Journal of Further and Higher Education – volume: 49 start-page: 219 issue: 4 year: 2014 end-page: 243 article-title: The ICAP framework: Linking cognitive engagement to active learning outcomes publication-title: Educational Psychologist – volume: 12 issue: 2 year: 2020 article-title: Psychological aspects of digital learning: A self‐determination theory perspective publication-title: Contemporary Educational Technology – volume: 71 start-page: 56 issue: 2 year: 2014 end-page: 76 article-title: Exploring feedback and student characteristics relevant for personalizing feedback strategies publication-title: Computers & Education – volume: 22 start-page: 51 issue: 1 year: 2009 end-page: 68 article-title: Improving scientific argumentation skills by a problem‐based learning environment: Effects of an elaboration tool and relevance of student characteristics publication-title: Evaluation & Research in Education – volume: 6 year: 2024 article-title: Using LLMs to bring evidence‐based feedback into the classroom: AI‐generated feedback increases secondary students' text revision, motivation, and positive emotions publication-title: Computers and Education: Artificial Intelligence – volume: 20 start-page: 1 issue: 1 year: 2023 end-page: 20 article-title: AI‐generated feedback on writing: Insights into efficacy and ENL student preference publication-title: International Journal of Educational Technology in Higher Education – volume: 39 start-page: 104 issue: 1 year: 2015 end-page: 118 article-title: What if I can't? Success expectancies moderate the effects of utility value information on situational interest and performance publication-title: Motivation and Emotion – volume: 31 start-page: 408 issue: 2 year: 2019 end-page: 425 article-title: Learning engagement via promoting situational interest in a blended learning environment publication-title: Journal of Computing in Higher Education – volume: 104 start-page: 150 issue: 1 year: 1988 end-page: 154 article-title: Statistical treatment of the Solomon four‐group design: A meta‐analytic approach publication-title: Psychological Bulletin – volume: 33 start-page: 27 issue: 1 year: 2011 end-page: 50 article-title: Research on interest in science: Theories, methods, and findings publication-title: International Journal of Science Education – start-page: 1 year: 2024 end-page: 12 article-title: Examining motivational attitudes toward statistics and their relationship to performance in life science students publication-title: Journal of Statistics and Data Science Education – year: 2022 – volume: 7 year: 2024 article-title: Assessing the proficiency of large language models in automatic feedback generation: An evaluation study publication-title: Computers and Education: Artificial Intelligence – start-page: 3 year: 2004 end-page: 15 – volume: 15 start-page: 381 issue: 5 year: 2005 end-page: 395 article-title: Basic needs and the development of interest and intrinsic motivational orientations publication-title: Learning and Instruction – volume: 9 start-page: 795 year: 2010 end-page: 799 article-title: Statistical literacy at university level: The current trends publication-title: Procedia ‐ Social and Behavioral Sciences – volume: 77 start-page: 81 issue: 1 year: 2007 end-page: 112 article-title: The power of feedback publication-title: Review of Educational Research – start-page: 89 year: 2004 end-page: 115 – volume: 83 start-page: 591 issue: Pt 4 year: 2013 end-page: 614 article-title: Antecedents and consequences of situational interest publication-title: The British Journal of Educational Psychology – volume: 21 start-page: 5 issue: 1 year: 2009 end-page: 31 article-title: Developing the theory of formative assessment publication-title: Educational Assessment, Evaluation and Accountability – volume: 60 start-page: 696 issue: 3 year: 2022 end-page: 721 article-title: Strategy uptake in writing pal: Adaptive feedback and instruction publication-title: Journal of Educational Computing Research – volume: 71 start-page: 80 issue: 2 year: 2024 end-page: 92 article-title: Comparing generative AI and expert feedback to students' writing: Insights from student teachers publication-title: Psychologie in Erziehung und Unterricht – volume: 8 start-page: 1 issue: 2 year: 2022 end-page: 15 article-title: Are students' basic psychological needs fulfilled in remote learning environments? A mixed methods study publication-title: Middle Grades Review – volume: 46 start-page: 756 issue: 5 year: 2021 end-page: 778 article-title: The power of internal feedback: Exploiting natural comparison processes publication-title: Assessment & Evaluation in Higher Education – volume: 46 start-page: 137 issue: 2 year: 1949 end-page: 150 article-title: An extension of control group design publication-title: Psychological Bulletin – start-page: 203 year: 2018 end-page: 226 – volume: 2150 start-page: 113 year: 2024 end-page: 126 – volume: 11 start-page: 227 issue: 4 year: 2000 end-page: 268 article-title: The “what” and “why” of goal pursuits: Human needs and the self‐determination of behavior publication-title: Psychological Inquiry – volume: 72 start-page: 1 issue: 185 year: 2019 end-page: 12 article-title: Differentiating between static and complex problems: A theoretical framework and its empirical validation publication-title: Intelligence – volume: 41 issue: 1 year: 2025 article-title: AI ‐based adaptive feedback in simulations for teacher education: An experimental replication in the field publication-title: Journal of Computer Assisted Learning – volume: 3 year: 2022 article-title: Personalized feedback in digital learning environments: Classification framework and literature review publication-title: Computers and Education: Artificial Intelligence – year: 2007 – volume: 200 year: 2023 article-title: Computer‐based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes publication-title: Computers & Education – volume: 72 year: 2021 article-title: What changes, and for whom? A study of the impact of learning analytics‐based process feedback in a large course publication-title: Learning and Instruction – volume: 30 start-page: 483 issue: 2 year: 2018 end-page: 501 article-title: Extending cognitive load theory to incorporate working memory resource depletion: Evidence from the spacing effect publication-title: Educational Psychology Review – volume: 39 start-page: 67 issue: 1 year: 2012 end-page: 71 article-title: Screencast tutorials enhance student learning of statistics publication-title: Teaching of Psychology – volume: 8 start-page: 1839 issue: 10 year: 2024 end-page: 1850 article-title: Promises and challenges of generative artificial intelligence for human learning publication-title: Nature Human Behaviour – start-page: 72 year: 2022 end-page: 83 – volume: 7 start-page: 1 issue: 1 year: 2002 end-page: 20 article-title: Misinterpretations of significance: A problem students share with their teachers? publication-title: Methods of Psychological Research – volume: 95 year: 2025 article-title: Constructive feedback can function as a reward: Students' emotional profiles in reaction to feedback perception mediate associations with task interest publication-title: Learning and Instruction – volume: 13 start-page: 1290 issue: 5 year: 2021 end-page: 1304 article-title: Basic psychological needs satisfaction and student engagement: The importance of novelty satisfaction publication-title: Journal of Applied Research in Higher Education – volume: 42 start-page: 1003 issue: 5 year: 2008 end-page: 1021 article-title: Does British sociology count? publication-title: Sociology – volume: 83 year: 2023 article-title: Adaptive feedback from artificial neural networks facilitates pre‐service teachers' diagnostic reasoning in simulation‐based learning publication-title: Learning and Instruction – volume: 70 start-page: 1 issue: 1 year: 2002 end-page: 25 article-title: Adults' statistical literacy: Meanings, components, responsibilities publication-title: International Statistical Review – start-page: 405 year: 2002 end-page: 427 – volume: 7 year: 2022 article-title: Diagnostic argumentation in teacher education: Making the case for justification, disconfirmation, and transparency publication-title: Frontiers in Education – volume: 43 start-page: 39 year: 2015 end-page: 50 article-title: How situational is situational interest? Investigating the longitudinal structure of situational interest publication-title: Contemporary Educational Psychology – volume: 27 start-page: 37 issue: 1 year: 2011b end-page: 42 article-title: The role of teachers in facilitating situational interest in an active‐learning classroom publication-title: Teaching and Teacher Education – start-page: 139 year: 2020 end-page: 150 – start-page: 71 year: 1992 end-page: 98 – volume: 162 year: 2021 article-title: A review of automated feedback systems for learners: Classification framework, challenges and opportunities publication-title: Computers & Education – volume: 91 year: 2024 article-title: Comparing the quality of human and ChatGPT feedback of students' writing publication-title: Learning and Instruction – volume: 2 start-page: 3 issue: 2 year: 2003 end-page: 46 article-title: Statistical literacy: A complex hierarchical construct publication-title: Statistics Education Research Journal – volume: 42 start-page: 237 issue: 3 year: 1972 end-page: 288 article-title: Consequences of failure to meet assumptions underlying the fixed effects analyses of variance and covariance publication-title: Review of Educational Research – volume: 10 year: 2020 article-title: The power of feedback revisited: A meta‐analysis of educational feedback research publication-title: Frontiers in Psychology – volume: 43 start-page: 73 issue: 1 year: 2015 end-page: 91 article-title: When feedback is cognitively‐demanding: The importance of working memory capacity publication-title: Instructional Science – volume: 188 year: 2022 article-title: Learners don't know best: Shedding light on the phenomenon of the K‐12 MOOC in the context of information literacy publication-title: Computers & Education – volume: 6 issue: 2 year: 2025 article-title: The promises and pitfalls of large language models as feedback providers: A study of prompt engineering and the quality of AI‐driven feedback publication-title: AI – ident: e_1_2_11_13_1 doi: 10.1080/00461520.2014.965823 – ident: e_1_2_11_30_1 doi: 10.3390/ime2030019 – ident: e_1_2_11_76_1 doi: 10.1038/s41562‐024‐02004‐5 – ident: e_1_2_11_12_1 doi: 10.1007/s10648‐017‐9426‐2 – ident: e_1_2_11_14_1 doi: 10.1080/10494820.2021.1926289 – ident: e_1_2_11_37_1 doi: 10.1016/j.learninstruc.2024.102030 – ident: e_1_2_11_29_1 doi: 10.3102/003465430298487 – ident: e_1_2_11_11_1 doi: 10.1177/07356331211045304 – ident: e_1_2_11_36_1 doi: 10.3390/ai6020035 – ident: e_1_2_11_40_1 doi: 10.1016/j.lindif.2023.102274 – ident: e_1_2_11_65_1 doi: 10.1080/00461520.1991.9653136 – ident: e_1_2_11_27_1 doi: 10.1016/j.compedu.2022.104552 – ident: e_1_2_11_19_1 doi: 10.1186/s41239‐023‐00425‐2 – ident: e_1_2_11_39_1 doi: 10.1007/s10639‐021‐10839‐y – ident: e_1_2_11_46_1 doi: 10.1080/26939169.2024.2365892 – ident: e_1_2_11_4_1 doi: 10.3389/feduc.2022.977631 – ident: e_1_2_11_51_1 doi: 10.1016/j.caeai.2022.100080 – ident: e_1_2_11_48_1 doi: 10.1111/j.2044‐8279.2012.02080.x – ident: e_1_2_11_10_1 doi: 10.1080/0309877X.2021.1879744 – ident: e_1_2_11_73_1 doi: 10.52041/serj.v2i2.553 – ident: e_1_2_11_9_1 doi: 10.1037/0033‐2909.104.1.150 – start-page: 72 volume-title: Linköping Electronic Conference Proceedings, Proceedings of the 11th Workshop on Natural Language Processing for Computer‐Assisted Language Learning (NLP4CALL 2022) year: 2022 ident: e_1_2_11_34_1 – ident: e_1_2_11_41_1 doi: 10.1016/j.cedpsych.2015.08.004 – ident: e_1_2_11_54_1 doi: 10.1016/j.compedu.2013.09.011 – ident: e_1_2_11_25_1 doi: 10.1007/s40593‐023‐00387‐6 – start-page: 71 volume-title: The role of interest in learning and development year: 1992 ident: e_1_2_11_59_1 – ident: e_1_2_11_67_1 doi: 10.3102/0034654307313795 – start-page: 89 volume-title: Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development year: 2004 ident: e_1_2_11_33_1 – start-page: 113 volume-title: Communications in Computer and Information Science: Vol. 2150. Artificial Intelligence in Education. Posters and Late Breaking Results, workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky year: 2024 ident: e_1_2_11_50_1 – ident: e_1_2_11_15_1 doi: 10.1016/j.caeai.2024.100299 – ident: e_1_2_11_28_1 doi: 10.5283/epub.34338 – ident: e_1_2_11_63_1 doi: 10.1016/j.learninstruc.2022.101620 – ident: e_1_2_11_56_1 doi: 10.1016/j.sbspro.2010.12.236 – ident: e_1_2_11_52_1 doi: 10.1016/j.iheduc.2023.100923 – ident: e_1_2_11_8_1 doi: 10.1007/s11092‐008‐9068‐5 – start-page: 139 volume-title: Proceedings of the ACM/IEEE 42nd International Conference on Software Engineering: Software Engineering Education and Training year: 2020 ident: e_1_2_11_2_1 – ident: e_1_2_11_24_1 doi: 10.3102/00346543042003237 – ident: e_1_2_11_69_1 doi: 10.1016/j.intell.2018.11.003 – ident: e_1_2_11_3_1 doi: 10.1111/jcal.13123 – ident: e_1_2_11_55_1 doi: 10.1080/02602938.2020.1823314 – ident: e_1_2_11_43_1 doi: 10.1016/j.learninstruc.2005.07.007 – ident: e_1_2_11_49_1 doi: 10.1177/0098628311430640 – ident: e_1_2_11_53_1 doi: 10.1016/j.caeai.2023.100199 – volume: 8 start-page: 1 issue: 2 year: 2022 ident: e_1_2_11_26_1 article-title: Are students' basic psychological needs fulfilled in remote learning environments? A mixed methods study publication-title: Middle Grades Review – ident: e_1_2_11_32_1 doi: 10.1207/s15326985ep4102_4 – ident: e_1_2_11_16_1 doi: 10.1207/S15327965PLI1104_01 – volume-title: Guidelines for assessment and instruction in statistics education (GAISE) report year: 2007 ident: e_1_2_11_21_1 – ident: e_1_2_11_18_1 doi: 10.1007/s11031‐014‐9419‐0 – ident: e_1_2_11_23_1 doi: 10.1111/j.1751‐5823.2002.tb00336.x – ident: e_1_2_11_64_1 doi: 10.30935/cedtech/8584 – ident: e_1_2_11_75_1 doi: 10.3389/fpsyg.2019.03087 – start-page: 405 volume-title: Handbook of self‐determination research year: 2002 ident: e_1_2_11_42_1 – ident: e_1_2_11_6_1 doi: 10.1007/1-4020-2278-6 – ident: e_1_2_11_45_1 doi: 10.1016/j.compedu.2023.104785 – ident: e_1_2_11_66_1 doi: 10.1080/23265507.2017.1354313 – ident: e_1_2_11_47_1 doi: 10.1016/j.learninstruc.2019.04.003 – ident: e_1_2_11_57_1 – ident: e_1_2_11_38_1 doi: 10.2378/peu2024.art08d – ident: e_1_2_11_17_1 doi: 10.1016/j.compedu.2020.104094 – start-page: 32 volume-title: Communications in Computer and Information Science: Vol. 2150. Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky year: 2024 ident: e_1_2_11_70_1 – ident: e_1_2_11_71_1 doi: 10.1080/09500790903082362 – ident: e_1_2_11_35_1 doi: 10.1007/s12528‐019‐09216‐z – ident: e_1_2_11_7_1 doi: 10.1016/j.lindif.2020.101963 – ident: e_1_2_11_60_1 doi: 10.1016/j.learninstruc.2009.11.001 – ident: e_1_2_11_5_1 doi: 10.1108/JARHE‐06‐2020‐0157 – ident: e_1_2_11_22_1 doi: 10.1007/s11251‐014‐9323‐8 – ident: e_1_2_11_58_1 doi: 10.1080/15391523.2020.1719943 – ident: e_1_2_11_68_1 doi: 10.1037/h0062958 – ident: e_1_2_11_20_1 doi: 10.1177/07356331221077901 – ident: e_1_2_11_44_1 doi: 10.1080/09500693.2010.518645 – ident: e_1_2_11_74_1 doi: 10.1177/0038038508094576 – ident: e_1_2_11_61_1 doi: 10.1016/j.tate.2010.06.025 – ident: e_1_2_11_62_1 doi: 10.1080/10691898.2002.11910678 – start-page: 203 volume-title: Scientific reasoning and argumentation year: 2018 ident: e_1_2_11_31_1 – ident: e_1_2_11_72_1 doi: 10.1016/j.learninstruc.2024.101894 |
| SSID | ssj0000354 |
| Score | 2.4333458 |
| Snippet | This study explores whether AI‐generated adaptive feedback or static feedback is favourable for student interest and performance outcomes in learning... |
| SourceID | proquest crossref wiley |
| SourceType | Aggregation Database Index Database Publisher |
| StartPage | 1735 |
| SubjectTerms | adaptivity artificial intelligence Cognitive tasks Design factors Feedback higher education interest Large language models natural language processing Performance enhancement Pretesting Skill Development statistical skills Student Interests Students |
| Title | Effects of AI‐generated adaptive feedback on statistical skills and interest in statistics: A field experiment in higher education |
| URI | https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fbjet.13609 https://www.proquest.com/docview/3238244770 |
| Volume | 56 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1LSwMxEA61Jy--xWotAT0JK9vNPlrxUqWiBUWkBS-yZPLw0bIt7vbiyYM_wN_oL3GS3bXVg6C3HLJhkslMvixfviFkH7SUeC2RjoyageNLD0NKeCE6RABXvmorK5l_eRWeD_zebXBbIcflW5hcH-Lrh5uJDJuvTYBzSOeCHJ5UZkha9vWeIWsZRHQzpx3FglyC2aggItAptEkNjWf26ffTaAYx54GqPWnOlsldaWNOMBkeTjM4FC8_5Bv_O4kVslRAUNrJ98wqqahkzVRvLpge6-QtlzRO6VjTzsXH6_u91aZGbEq55BOTIKnGUw-4GNJxQs2jJKv3jKOmw8fRKKU8kdQoUZjKH9iYdUmPaIda2hydFRcwPR4s4YSq0owNMjjr9k_PnaJagyOMiruDyBCARR5TiDkABHd1K5RREAg3EBC6PORcM61C0W5HaCImC2AyaLa4dhHVCbZJqsk4UVuEepJFnDWZ0BxvhyGAFwjR8rUrfRAM_BrZK70WT3JRjri8zJgVje2K1ki9dGhcBGYaM4QoiGiiyK2RA-uZX0aIT3rdvm1t_6XzDln0TJVgy0Srk2r2PFW7CF0yaJAFz79u2I36CaJd7po |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV07T8MwELYQDLDwRpSnJZiQUqVxHi1bQaC2tB1QK3WL_OTRKq1IWZgY-AH8Rn4Jd05CCwMSbB4cy_H57O-s774j5FQYpSAsUY6KKoHjKw9cSnohGEQKrn1d01Yyv9MNG32_NQgGOTcHc2EyfYivBzf0DHteo4Pjg_Scl4tHPUWWFqbvLWFJbxtR3c6pR7EgE2FGHUSAOrk6KRJ5Zt9-v49mIHMeqtq75notK6iaWolCpJgMy89TUZYvPwQc__0b62Q1R6G0nm2bDbKgk00s4JyTPbbIW6ZqnNKxofXmx-v7nZWnBnhKueITPCOpgYtPcDmk44RiXpKVfIZR0-HDaJRSniiKYhRY_AMasy7pOa1Ty5yjs_oC2OPeck6oLqaxTfrXV73LhpMXbHAkCrk7AA6FYJHHNMAOISR3TTVUURBIN5AidHnIuWFGh7JWi2CKcF4IpoJKlRsXgJ1kO2QxGSd6l1BPsYizCpOGQ4AYCuEFUlZ94ypfSCb8EjkpzBZPMl2OuIhncEVju6IlclBYNM59M40ZoBQANVHklsiZNc0vI8QXrauebe39pfMxWW70Ou243eze7JMVD4sGW2LaAVmcPj3rQ0AyU3Fk9-sn27rx3g |
| linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3LTgIxFG2IJsaNbyOK2kRXJkOG6TzAuEGBACoxBhI2ZtKnD8hAHNi4cuEH-I1-ibedGUEXJrrr4k7T9vbenk5Oz0XomCkh4FoiLBGUPMsVDoQUd3xwCGdUurIijWT-dcdv9tx23-vn0Fn2FibRh_j64aYjw-RrHeBjoeaCnD3JiSZp6dd7i65vl_Wert3OiUcRL9Fg1jKIgHRScVLN45l9-_04mmHMeaRqjprGKrrLBpkwTAbF6YQV-csP_cb_zmINraQYFFeTTbOOcjLa0OWbU6rHJnpLNI1jPFK42vp4fb834tQATjEVdKwzJFZw7DHKB3gUYf0qyQg-Q6_x4HE4jDGNBNZSFLr0BzRmJvEprmLDm8Oz6gLa4sEwTrDMhrGFeo1696JppeUaLK5l3C2AhoyRwCESQAdjnNqq7IvA87jtcebb1KdUESV9XqkEMETIFowIr1SmygZYx8k2WohGkdxB2BEkoKREuKJwPfQZczzOy66yhcs4YW4eHWVeC8eJKkeY3Wb0ioZmRfOokDk0TCMzDglgFIA0QWDn0YnxzC89hOftete0dv9ifIiWbmqN8KrVudxDy46uGGxYaQW0MHmeyn2AMRN2YHbrJzmu8JY |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Effects+of+AI+%E2%80%90generated+adaptive+feedback+on+statistical+skills+and+interest+in+statistics%3A+A+field+experiment+in+higher+education&rft.jtitle=British+journal+of+educational+technology&rft.au=Bauer%2C+Elisabeth&rft.au=Richters%2C+Constanze&rft.au=Pickal%2C+Amadeus+J.&rft.au=Klippert%2C+Moritz&rft.date=2025-09-01&rft.issn=0007-1013&rft.eissn=1467-8535&rft.volume=56&rft.issue=5&rft.spage=1735&rft.epage=1757&rft_id=info:doi/10.1111%2Fbjet.13609&rft.externalDBID=n%2Fa&rft.externalDocID=10_1111_bjet_13609 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0007-1013&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0007-1013&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0007-1013&client=summon |