Effects Of Feedback Research Articles

Integrating CALL and AIALL for an interactive pedagogical model of language learning

Abstract Given the great potential of integrating Computer-Assisted Language Learning (CALL) and Artificial Intelligence-Assisted Language Learning (AIALL) to enhance language learning outcomes, there is a growing interest in exploring their combined effects. In this vein, the present study aimed to develop and test an interactive pedagogical model of language learning (IPMLL) by integrating CALL and AIALL elements in a combined module. To further investigate the effects of this model, a comprehensive evaluation was conducted, considering various aspects such as learner motivation, personalized learning experiences, and feedback effectiveness. The results indicate that (1) the integration of CALL and AIALL in the IPMLL positively influenced learner motivation, leading to greater involvement and active participation in language learning activities; (2) the personal learning interactions facilitated by the IPMLL, including adaptive instruction and intelligent feedback, contributed to improved language proficiency and learner satisfaction. Theoretically, this integration aligns with established pedagogical theories and frameworks, such as cognitive theories of multimedia learning, emphasizing the significance of interactive and technology-enhanced learning environments. Pedagogically, the IPMLL offers practical implications for teachers, highlighting the benefits of incorporating CALL and AIALL elements in language teaching methodologies. This study contributes to the growing body of research on technology-enhanced language learning and provides insights for future developments in this field.

Impact of Displaying Grades Vs. Not Displaying Grades on Academic Performance and Emotional Outcomes While Delivering Feedback Comments: A Longitudinal Study

ABSTRACT This study investigates the impact of displaying grades versus not displaying grades on student performance and emotions in secondary education, while keeping feedback comments constant. Using a longitudinal design, we examined intra-individual changes in performance and emotional responses among 99 students across four classroom groups as they experienced phases of grade display and non-display. Contrary to the notion of grades solely as detrimental, our findings reveal a complex relationship. Initially, grade display decreased performance and evoked negative emotions, but these effects dissipated over time, suggesting student adaptation. Our study highlights the significant impact of feedback comments, suggesting their importance independent of grades. These results call for a sophisticated understanding of grading practices, emphasizing longitudinal research to capture the evolving effects of grades and feedback. Practical implications for educators include maintaining stable grading practices and providing preparatory guidance to mitigate initial negative impacts, contributing to optimizing educational assessment strategies.

Can feedback from students to teachers improve different dimensions of teaching quality in primary and secondary education? A hierarchical meta-analysis

Abstract This meta-analysis summarizes the available evidence on the effectiveness of student feedback interventions in primary and secondary schools on different aspects of teaching quality. It aims to examine indications of success conditions for an effective use of student feedback in practice. The analysis included 23 studies with 314 effect sizes. We estimated an overall weighted mean effect size of d = 0.27 based on a three-level random-effects model. For effectiveness with respect to various dimensions of teaching quality, only minor and mostly nonsignificant differences were found. Further moderator analyses showed larger effect sizes for studies in which teachers received support for interpreting student feedback and implementing changes in their teaching. Moreover, studies in which teachers were encouraged to discuss the feedback with their students have larger effect sizes than studies in which teachers were not encouraged to do so. Item and answering scale characteristics also showed significant effects on the effectiveness of student feedback. Implications for further research and the use of student feedback in schools are discussed.

The effects of super-Eddington accretion and feedback on the growth of early supermassive black holes and galaxies

Abstract We present results of cosmological zoom-in simulations of a massive protocluster down to redshift z ≈ 4 (when the halo mass is ≈1013 M⊙) using the SWIFT code and the EAGLE galaxy formation model, focusing on supermassive black hole (BH) physics. The BH was seeded with a mass of 104 M⊙ at redshift z ≈ 17. We compare the base model that uses an Eddington limit on the BH accretion rate and thermal isotropic feedback by the AGN, with one where super-Eddington accretion is allowed, as well as two other models with BH spin and jets. In the base model, the BH grows at the Eddington limit from z = 9 to z = 5.5, when it becomes massive enough to halt its own and its host galaxy’s growth through feedback. We find that allowing super-Eddington accretion leads to drastic differences, with the BH going through an intense but short super-Eddington growth burst around z ≈ 7.5, during which it increases its mass by orders of magnitude, before feedback stops further growth (of both the BH and the galaxy). By z ≈ 4 the galaxy is only half as massive in the super-Eddington cases, and an order of magnitude more extended, with the half-mass radius reaching values of a few physical kpc instead of a few hundred pc. The BH masses in our simulations are consistent with the intrinsic BH mass−stellar mass relation inferred from high-redshift observations by JWST. This shows that galaxy formation models using the ΛCDM cosmology are capable of reproducing the observed massive BHs at high redshift. Allowing jets, either at super- or sub-Eddington rates, has little impact on the host galaxy properties, but leads to lower BH masses as a consequence of higher feedback efficiencies.

The complementary effects of formal and informal budgetary performance feedback on doctor-managers' responsibilities.

The reforms that have affected public health care organizations have changed the tasks and responsibilities of physicians heading operational units, who have become doctor-managers. This hybridization makes doctor-managers vulnerable to role ambiguities, with possible dysfunctional effects on their managerial behaviors and performance. The enhancement of different sources of budgetary performance feedback (BPF) and perceived organizational support (POS) can help them reconcile their managerial and clinical professional domains. Rooted in psychology-based budgeting research, this study aimed to show the role of doctor-managers' perceptions of BPF by examining the complementary effects of formal and informal BPF on POS and their satisfaction with the budget-holder role. We collected self-reported data by administering questionnaires to a sample of doctor-managers from Italian public health care organizations. The hypotheses were tested using a linear regression model, clustered at the hospital level. Mediation analysis was used to test the mediating effects of POS. Findings showed that formal and informal BPF perceptions positively influenced POS and satisfaction with the budget-holder role. Further, POS mediated the BPF-role satisfaction link. The study adds to the limited research on the individual-level benefits of perceived formal and informal BPF as complementary mechanisms for improving doctor-managers' attitudes toward the budget-holder role. Top management and controllers should develop budgeting practices that consider the psychological factors related to the complementary functioning of formal and informal BPFs. These factors may support doctor-managers in meeting their responsibilities as budget holders and mitigate role ambiguities.

The effect of distraction and feedback on prefrontal cortex activity and balance in middle-aged adults: A functional near-infrared spectroscopy pilot study.

Maintaining balance while simultaneously performing other tasks is common during everyday activities. However, this dual-tasking (DT) divides attention and increases cognitive demand, which can be detrimental to stability in older adults. It is unknown if the focus of attention influences how a dual-task affects balance and whether this is detectable in middle-aged adults. This study investigates the effect of dual-task and attentional focus on prefrontal cortex (PFC) activity in young (YA) and middle-aged (MA) adults using functional-near infrared spectroscopy. Blood oxygen level of the PFC was measured during a quiet standing cognitive-motor dual-task where MA (n = 15, mean age 57.2 ± 4.8 years, 5 female) and YA (n = 20, mean age 24.9 ± 4.7 years, 9 female) stood on a forceplate while either fixating their gaze on a target ('fixed') or viewing their real-time postural oscillations in the anteroposterior direction ('sway') with and without serial 7 subtractions. It was expected that the MA group would show higher PFC activity, larger COP excursions, and poorer performance during DT than the YA group. PFC activity was larger during DT and during the fixed condition but did not differ between groups. COP excursion was also greater when attention was 'fixed' and was consistently larger in MA. MA drove a positive correlation between PFC activity and COP excursion during DT indicative of a higher attentional demand during distraction. Taken together, this study suggests that PFC processing and posture control are different in middle aged adults compared to young adults.

Padlet: a tool for fostering collaborative learning and feedback literacy in dental education

BackgroundWhile health professions education has embraced collaborative and co-creative learning approaches, the integration of digital technologies into feedback practices remains limited, especially in undergraduate dental education. This study investigated the impact of Padlet, a digital pinboard, on collaborative learning and feedback literacy among undergraduate dental students during a formative assessment activity guided by Nicol and MacFarlane's feedback principles.MethodsA convenience sample of 39 Year 3 dental students (25 women and 14 men, mean age = 22) enrolled in a Bachelor of Dental Surgery program at a private dental school in Malaysia participated in a week-long Padlet-based peer feedback activity focused on periodontics. Thematic analysis was conducted on student interactions and reflections collected from Padlet posts and individual student reflections.ResultsThe study yielded promising outcomes. Padlet's asynchronous and anonymous nature fostered in-depth discussions, broader participation, and constructive feedback. Students reported a boost in confidence, increased engagement, and a sense of camaraderie. Thematic analysis revealed the successful application of Nicol and MacFarlane's feedback principles, including clarifying expectations, promoting self-assessment, facilitating teacher–student dialogue, and encouraging reflection and action.ConclusionThe findings of this study suggest that Padlet, with its unique features, offers a valuable tool for educators seeking to foster collaborative learning and feedback literacy in dental education. Padlet's affordances can significantly enhance collaborative learning and feedback literacy, promoting a trusting environment for student-centered learning and self-regulation in dental education. The study's findings suggest that Padlet can foster cognitive flexibility, allowing students to consider multiple perspectives and adapt their thinking. The platform's asynchronous nature and anonymity feature appeared to contribute to a sense of community and psychological safety, fostering trust among students. The findings of this study have practical implications for educators seeking to implement effective feedback practices and leverage technology to create engaging learning experiences that foster trust, collaboration, and, ultimately, student success.

Gait Training with Virtual Reality-Based Real-Time Feedback for Chronic Post-Stroke Patients: A Pilot Study.

Virtual reality-based training has been widely used for post-stroke patients due to its positive effects on functional aspects by promoting brain plasticity. This study aimed to investigate the effectiveness of gait training with virtual reality-based real-time feedback on motor function, balance, and spatiotemporal gait parameters in post-stroke patients. Fifteen patients (n = 15) with chronic stroke were randomly assigned to either the virtual reality-based real-time feedback with treadmill gait training (experimental group n = 8) or the treadmill gait training (control group n = 7). For the experimental group that participated, a treadmill, an Oculus Rift VR device, and smart insoles were used for gait training with VR-based real-time feedback. Regarding gait training with VR-based real-time feedback, the patient wore an Oculus Rift and performed gait training on a treadmill for 30 min a day, three times a week, for 5 weeks. The control group participated in treadmill gait training for 30 min a day, three times a week, for 5 weeks. Motor function was measured using the Fugl-Meyer assessment. Balance was measured using the timed up and go test and Berg balance scale. Gait performance was measured using an Optogait. The normality test was performed using the Shapiro-Wilk test, the Wilcoxon signed-rank test was used for the within-group comparison, and the Mann-Whitney U test was used for the between-group comparison. In the group analyses, both groups showed significant improvements in motor function balance and gait ability. According to the pre- and post-treatment results, greater improvement in the Fugl-Meyer assessment (experimental group: 4.75 vs. control group: 1.57) was observed in the experimental group compared with the control group (p < 0.05). In balance ability, greater improvement in the timed up and go test (experimental group: -3.10 vs. control group: -1.12) and Berg balance scale (experimental group: 3.00 vs. control group: 1.71) (p < 0.05). In the spatiotemporal gait parameters, greater improvement in affected step length (5.35 vs. 2.01), stride length (3.86 vs. 1.75), affected single support (2.61 vs. 1.22), and cadence (0.07 vs. 0.02) was observed in the experimental group compared with the control group (p < 0.05). This study suggested the positive effects of the virtual reality-based real-time feedback with treadmill gait training on motor function, balance, and gait performance.

The application of artificial intelligence in biomechanical feedback and learning effectiveness enhancement in ideological and political education

The application of artificial intelligence (AI) in ideological and political education (IPE) optimizes the learning effect with the help of biomechanical feedback mechanism, and provides technical support for deepening the reform of IPE in colleges and universities. With the help of AI technology, especially its advantages in data analysis and deep learning (DL), accurate matching and personalized recommendation of learning resources can be realized. In this study, an AI-assisted IPE system with biomechanical feedback was constructed. By analyzing students’ physiological reactions and behavior patterns in the learning process, the system can evaluate the learning state and adjust teaching strategies. The key findings show that this learning method combined with biomechanical feedback can significantly improve students’ learning participation, understanding depth and satisfaction, and make IPE more in line with students’ needs.

Benchmarking in inflammatory bowel disease: lessons from Australia and New Zealand

Abstract Inflammatory bowel disease (IBD) is a complex chronic disease estimated to affect almost 1% of the Western population, where proactive care has largely replaced a reactive approach. Whilst there have also been great strides in new care models and therapies, care quality, and outcomes are poorly known, leaving us designing and delivering services without an effective feedback loop. Quality of care, guidelines, consensus statements, and standards will each be discussed, as a solid understanding of these concepts is essential. Assessing quality involves measuring the 3 core domains of structure, process, and outcomes. Benchmarking is an extension of quality assessment, which is recurrent or continuous and enables transparent, valid comparisons of quality between care sites. Assessment of QUALITY and BENCHMARKING are resource intensive unless processes are automated and use routinely collected data generated in the moments of care. Digital tools now provide realistic opportunities to make this affordable and sustainable, though concerns around privacy and security hamper solutions, whilst siloed data within institutions restrict comparative use. One novel solution to enable IBD benchmarking has been developed in Australia and New Zealand (ANZ). Crohn’s Colitis Care (CCCare) is a cloud-based, IBD-specific EMR, now being used in routine care documentation at 22 sites across ANZ. De-identified data feed from CCCare’s clinical module into a Clinical Quality Registry, in which audit, research, and benchmarking can be performed. The pathway from conception to implementation will be presented. Lessons learnt from the ANZ benchmarking journey will be discussed and suggestions for an effective global approach to IBD data will be proposed.

Competition modulates the effects of social comparison on ERP responses during face processing.

Little is known about the effect of prior social performance feedback on face processing. Our previous study explored how equal and unequal social comparison-related outcomes modulate event-related potential (ERP) responses to subsequently-presented faces, where interests between oneself and others were independent (noncompetitive situations). Here, we aimed to extend this investigation by assessing how different unequal social comparison-related outcomes affect face processing under noncompetitive and competitive situations (i.e., a conflict of interest exists between the self and others). To address this issue, 39 participants were exposed with self-related and social comparison-related outcomes, categorized as positive or negative, after performing an attentional task with peers. Rewards and punishments depended on social comparison-related outcomes in the competition condition and on self-related outcomes in the noncompetition condition. ERP results showed that social comparison-related outcomes influenced P100 responses to faces in the self-positive condition. More notably, the effects on N170 responses observed in the noncompetition condition was absent in the competition condition. There was an effect on LPP responses only in the competition and self-negative condition. These findings suggest that social comparison-related outcomes influence early face processing irrespective of competition, while competition subsequently disrupts this processing but later, enhances depending on self-related outcomes.

Arabic Language Education Assessment through International Experiences: A Comparative Analysis

This study explores the evolving role of educational assessment in enhancing the learning process, shifting from merely measuring academic achievement to a comprehensive tool for evaluating all educational aspects. Using an analytical approach, the research reviews relevant literature and applies this analysis to practical models in educational institutions. The findings highlight the importance of developing integrated assessment systems that leverage data analysis to provide effective feedback to students, teachers, and educational institutions. The study also reveals the strong connection between assessment and modern pedagogies, where each educational approach requires specific assessment tools. Key findings emphasize the need to foster excellence and creativity among learners and illustrate how assessments can drive the development of educational practices. This research offers both theoretical and practical frameworks for improving assessment practices in educational settings. Additionally, it provides actionable recommendations for enhancing educational quality through optimal use of data and assessment. Ultimately, the research contributes to modern education by introducing new tools and methods for evaluating learning, improving educational decision-making, and strengthening the teacher's role as a facilitator of learning.

Exponential synchronization of bi-directional associative memory neural networks with delay on arbitrary time domains

Abstract We investigate the exponential synchronization of bi-directional associative memory neural networks with delays on a family of different time domains. By utilizing the theory of time scales, we provide stabilization results that are applicable to continuous-time, discrete-time, and general nonuniform hybrid time domains. Our approach employs a unified matrix-measure theory, a recent alternative to traditional Lyapunov functions, to establish exponential synchronization and design effective feedback laws. Notably, our methodology does not require symmetry or diagonality in the control gain matrix, distinguishing it from prior works. Furthermore, we explore various special cases of the considered systems and provide a detailed discussion highlighting the advantages of our findings over existing results. The effectiveness of our proposed criteria is demonstrated through small-scale and medium-scale simulated numerical examples across different time domains. Additionally, we apply our results to an example from the literature, showcasing the broad applicability and improved performance of our method in comparison to previous approaches.

The Effect of Visual Feedback on Plaque Control: An RCT Comparing Toothbrushing Methods in Periodontitis Patients.

Background/Objectives: As gingivitis prevalence is closely related to plaque accumulation, effective oral hygiene is mandatory for maintaining healthy gingival tissues. The aim of this study was to evaluate the impact of different toothbrushing methods (a manual toothbrush (group 1 = MTB, the control); an electric toothbrush (group 2 = ETB); and an electric toothbrush with daily visual feedback (group 3 = ETBV)) on the plaque levels and periodontal health in patients after receiving initial periodontal treatment. Methods: A total of 67 patients were initially screened in this study, and 60 patients were randomly allocated into 1 of the 3 groups, with 53 patients completing this study. At baseline, the average probing depth across all groups was 3.60 mm, with an average bleeding on probing (BoP) score of 69,15%. Clinical parameters were assessed at multiple time points over 12 weeks. Results: The plaque levels reduced significantly in all groups: MTB decreased from 65,57% to 33.26%, ETB from 64,17% to 31.49%, and ETBV from 63,04% to 26.25% (p < 0.001 for all groups). Furthermore, a significant improvement for BoP was recorded across all groups: BoP decreased to 25.68% (MTB), 22.32% (ETB), and 23.14% (ETBV) (p < 0.001 for all groups). However, no significant difference in the plaque removal efficacy was observed between manual and electric toothbrushes, irrespective of visual feedback (p > 0.190). A linear mixed model analysis showed a significant overall group effect on the periodontal health parameters (p = 0.041) but no interaction with time (p = 0.965). Conclusions: These findings emphasize the importance of consistent oral hygiene in reducing periodontal disease. Further research is necessary to explore effective strategies for enhancing patient adherence and optimizing health outcomes.

Conditions for super-Eddington accretion onto the first black holes

ABSTRACT Observations of supermassive black holes (BHs) at high redshift challenge our understanding of the evolution of the first generation of BHs in proto-galactic environments. One possibility is that they grow much more rapidly than current estimates of feedback and accretion efficiency permit. Following our previous analysis of super-Eddington accretion on to stellar-mass BHs in mini-haloes under no-feedback conditions, we now investigate whether this can be sustained when thermal feedback is included. We use four sets of cosmological simulations at sub-pc resolution with initial BH masses varying from $1 \times 10^{3} \ \mathrm{ to} \ 6 \times 10^{4} \ {\rm M_\odot }$, exploring a range of feedback efficiencies. We also vary the feedback injection radius to probe the threshold of numerical overcooling. We find that super-Eddington growth sustained of the order of $\sim$$100 \ \rm kyr$ is possible with weak thermal feedback efficiency in all environments and moderate efficiency for two of the BHs. Trans-Eddington growth is possible for a $3 \times 10^{3}\!\! - \!\! 6 \times 10^{3}\ {\rm M_\odot }$ BH at moderate feedback efficiencies. We discuss the effectiveness of thermal feedback in heating the gas, suppressing accretion, and driving outflows at these parameter configurations. Our results suggest that super-Eddington growth may be possible in the presence of thermal feedback for BHs formed from the first stars.

Online Peer Feedback Versus Online Teacher Feedback? Effect of Online Feedback on Students’ Self-Regulated Learning

Online Peer Feedback Versus Online Teacher Feedback? Effect of Online Feedback on Students’ Self-Regulated Learning

The Effects of Social Feedback Through the "Like" Feature on Brain Activity: A Systematic Review.

Problematic social media (SM) use is a growing concern, particularly among adolescents who are drawn to these platforms for social interactions important to their age group. SM dependence is characterized by excessive, uncontrolled usage that impairs personal, social, and professional aspects. Despite the ongoing debate over recognizing SM addiction as a distinct diagnostic category, the impact of social feedback, particularly through the "like" button, on brain activity remains under scrutiny. This systematic review aims to study the neural correlates of online social feedback, focusing on the effects of the "like" feedback on brain activity using fMRI and EEG. The review followed the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols (PRISMA). The review included 11 studies with 504 participants, identifying key brain structures such as the amygdala, ventromedial prefrontal cortex (vmPFC), and ventral striatum involved in reward processing. Positive feedback ("likes") activates areas like the nucleus accumbens (NACC), vmPFC, and amygdala, with NACC correlating with increased SM use intensity. Negative feedback activates the ventrolateral prefrontal cortex (vlPFC) and left medial prefrontal cortex (mPFC). Behavioral data indicates that positive feedback influences subsequent social interactions. The review highlights disparities in the literature regarding the neural response to social feedback, emphasizing the need for further research to clarify the roles of sex, personality traits, and the person giving feedback. Overall, understanding the neurobiological underpinnings of SM engagement is essential for developing effective interventions to prevent or address the negative effects of excessive SM use.

Effects of tactile feedback in post-stroke hand rehabilitation on functional connectivity and cortical activation: an fNIRS study

Effects of tactile feedback in post-stroke hand rehabilitation on functional connectivity and cortical activation: an fNIRS study

How Self-Regulated Learning Is Affected by Feedback Based on Large Language Models: Data-Driven Sustainable Development in Computer Programming Learning

Self-regulated learning (SRL) is a sustainable development skill that involves learners actively monitoring and adjusting their learning processes, which is essential for lifelong learning. Learning feedback plays a crucial role in SRL by aiding in self-observation and self-judgment. In this context, large language models (LLMs), with their ability to use human language and continuously interact with learners, not only provide personalized feedback but also offer a data-driven approach to sustainable development in education. By leveraging real-time data, LLMs have the potential to deliver more effective and interactive feedback that enhances both individual learning experiences and scalable, long-term educational strategies. Therefore, this study utilized a quasi-experimental design to examine the effects of LLM-based feedback on learners’ SRL, aiming to explore how this data-driven application could support learners’ sustainable development in computer programming learning. The findings indicate that LLM-based feedback significantly improves learners’ SRL by providing tailored, interactive support that enhances motivation and metacognitive strategies. Additionally, learners receiving LLM-based feedback demonstrated better academic performance, suggesting that these models can effectively support learners’ sustainable development in computer programming learning. However, the study acknowledges limitations, including the short experimental period and the initial unfamiliarity with LLM tools, which may have influenced the results. Future research should focus on refining LLM integration, exploring the impact of different feedback types, and extending the application of these tools to other educational contexts.

The Impact of Timely Formative Feedback on University Student Motivation

While key attributes of effective feedback have frequently been included in studies on student learning, little research has focused on the impact of the timeliness of feedback on student motivation. By providing students with written feedback at 1, 3, 7, 10, or 14 days after submission, this mixed design study enriches our understanding of the feedback timeliness and its importance on student motivation. Based on survey data of undergraduate and postgraduate students from a wide range of disciplines including health and social sciences, screenwriting, business administration, and finance over a three-year period, our findings indicate that students express significantly lower levels of motivation if the feedback took greater than 10 days but they did not distinguish between ‘timely’ and ‘extremely timely’ feedback. Our quantitative analysis reveals that feedback comments and turnaround are significant determinants of student motivation, providing areas of focus for both educators and administrators. However, content of feedback showed the highest impact and our qualitative analysis supported this, with 57% of students mentioning content of the feedback. Students especially appreciate thorough, personalised, and specific assessment of strengths and weaknesses. Not surprisingly, 48% mentioned the importance of a high-quality educator, so great teaching is also important in motivating our students.