Feedback Processes Research Articles

The Predictive Power of Teaching Approaches: Unveiling Keys to Enhanced Students' Motivation and Workload in Blended Learning

This research explores the transformative impact of blended learning on motivation and workload in Vocational Education and Training (VET) settings. As part of the BlendVET project, it investigates how diverse teaching approaches influence student outcomes. Drawing from an online survey of 106 students across seven VET programs, the study reveals that collaborative learning enhances engagement and satisfaction, while technology integration enriches the learning experience. Despite benefits, challenges such as perceived workload increase are acknowledged. Key findings underscore the critical role of assessment and feedback in enhancing student satisfaction and perceived competence. The study advocates for strengthening collaborative learning through diversity support and technological integration, alongside refining assessment and feedback processes. It calls for proactive measures to foster engagement and alleviate stress, urging stakeholders to embrace change for a future where every student can thrive.

Hallucination Proneness Alters Sensory Feedback Processing in Self-voice Production.

Sensory suppression occurs when hearing one's self-generated voice, as opposed to passively listening to one's own voice. Quality changes in sensory feedback to the self-generated voice can increase attentional control. These changes affect the self-other voice distinction and might lead to hearing voices in the absence of an external source (ie, auditory verbal hallucinations). However, it is unclear how changes in sensory feedback processing and attention allocation interact and how this interaction might relate to hallucination proneness (HP). Participants varying in HP self-generated (via a button-press) and passively listened to their voice that varied in emotional quality and certainty of recognition-100% neutral, 60%-40% neutral-angry, 50%-50% neutral-angry, 40%-60% neutral-angry, 100% angry, during electroencephalography (EEG) recordings. The N1 auditory evoked potential was more suppressed for self-generated than externally generated voices. Increased HP was associated with (1) an increased N1 response to the self- compared with externally generated voices, (2) a reduced N1 response for angry compared with neutral voices, and (3) a reduced N2 response to unexpected voice quality in sensory feedback (60%-40% neutral-angry) compared with neutral voices. The current study highlights an association between increased HP and systematic changes in the emotional quality and certainty in sensory feedback processing (N1) and attentional control (N2) in self-voice production in a nonclinical population. Considering that voice hearers also display these changes, these findings support the continuum hypothesis.

Depressive symptoms and the processing of unexpected social feedback: Differences in surprise levels, feedback acceptance, and "immunizing" cognition.

Negative social expectations are a key symptom of depression. It has been suggested that individuals with depressive symptoms tend to maintain these expectations by devaluing new experiences that do not fit prior expectations. However, our understanding of the role of such "immunizing" cognition in response to unexpected social feedback in depression, as well as the cognitive mechanisms involved, remains limited. This study investigated the association between depressive symptoms and the cognitive processing of unexpected positive or negative social feedback using a novel, video-based approach featuring naturalistic social stimuli in a subclinical online sample (N = 155). We also examined how surprise levels, feedback acceptance and immunizing cognition relate to other cognitive processes, such as attributional style and rumination, using cross-sectional network analyses. Robust multiple linear regression analyses revealed that depressive symptoms were associated with higher surprise levels (R2adj. = .27), lower feedback acceptance (R2adj. = .19), and higher levels of immunizing cognition (R2adj. = .09) in response to unexpected positive social feedback, but only partially to unexpected negative social feedback. The network analysis suggested that self-efficacy expectations for coping with negative feelings and acceptance of positive social feedback had the strongest expected influence on the different cognitive processes. Our study highlights the challenges that individuals with depressive symptoms face in utilizing positive social feedback to modify negative expectations. For clinicians, our findings suggest the importance of promoting acceptance of positive social feedback, while simultaneously inhibiting immunizing cognition and avoiding the use of overly positive feedback.

Combining recognition, conflict-monitoring and feedback-related ERPs to detect concealed autobiographical information.

This study examined the neural signatures associated with conflict-monitoring, recognition and feedback processing in a feedback Concealed Information Test (fCIT), and also examined whether all the ERPs can be used to detect concealed autobiographical information. Participants were randomly assigned to one of two groups (guilty or innocent) and then tested in the fCIT while undergoing electroencephalograms (EEGs). The results showed that the probe (participants' name) elicited a more negative N200, and a more positive recognition P300 than irrelevants among guilty participants. Additionally, feedback following the probe elicited a larger feedback P300 than feedback following irrelevants. Further, we found that three indicators, including the conflict-monitoring N200, recognition P300, and feedback P300, could significantly discriminate between guilty and innocent participants, whereas the FRN could not. Combining them is highly effective in discriminating between guilty and innocent participants (AUC = 0.91). These findings not only shed light on the neural processing of the fCIT but also suggest the potential of using the fCIT to detect concealed autobiographical information.

More, better feedback please: are learning analytics dashboards (LAD) the solution to a wicked problem?

There is a long-standing lack of learner satisfaction with quality and quantity of feedback in health professions education (HPE) and training. To address this, university and training programmes are increasingly using technological advancements and data analytic tools to provide feedback. One such educational technology is the Learning Analytic Dashboard (LAD), which holds the promise of a comprehensive view of student performance via partial or fully automated feedback delivered to learners in real time. The possibility of displaying performance data visually, on a single platform, so users can access and process feedback efficiently and constantly, and use this to improve their performance, is very attractive to users, educators and institutions. However, the mainstream literature tends to take an atheoretical and instrumentalist view of LADs, a view that uncritically celebrates the promise of LAD's capacity to provide a 'technical fix' to the 'wicked problem' of feedback in health professions education. This paper seeks to recast the discussion of LADs as something other than a benign material technology using the lenses of Miller and Rose's technologies of government and Barry's theory of Technological Societies, where such technical devices are also inherently agentic and political. An examination of the purpose, design and deployment of LADs from these theoretical perspectives can reveal how these educational devices shape and govern the HPE learner body in different ways, which in turn, may produce a myriad of unintended- and ironic- effects on the feedback process. In this Reflections article we wish to encourage health professions education scholars to examine the practices and consequences thereof of the ever-expanding use of LADs more deeply and with a sense of urgency.

The North Pacific Meridional Mode and Its Impact on ENSO in the Second Version of the Chinese Academy of Sciences Earth System Model

AbstractThe North Pacific Meridional Mode (PMM) is the strongest interannual air‐sea coupled system in the subtropical northeastern Pacific, which can significantly impact the development of El Niño and Southern Oscillation (ENSO). This study examines performance of the second version of the Chinese Academy of Sciences Earth System Model (CAS‐ESM2), developed primarily at the Institute of Atmospheric Physics, Chinese Academy of Sciences (IAP/CAS), in simulating the PMM, ENSO, and their relationship. It reveals that CAS‐ESM2 can well reproduce the tropical climate mean states, including sea surface temperature (SST), surface winds, and precipitation. Furthermore, the model shows a good ability in reproducing the seasonal evolutions of the PMM and ENSO. Moreover, CAS‐ESM2 effectively simulates the influence of the PMM on subsequent ENSO and the underlying physical mechanisms, including the wind‐evaporation‐SST feedback process, the trade wind charging mechanism and summer deep convection mechanism. However, some improvements are still needed, particularly in representing the periodicity of the PMM, an overestimation of the ENSO intensity and westward extension of ENSO‐related SST anomalies in the tropical Pacific. The results obtained from the CAS‐ESM2 showcase significant progress in understanding the interaction between air‐sea interaction systems over the tropics and subtropics.

Rhizosphere microbial roles in phosphorus cycling during successive plantings of Chinese fir plantations

The rhizosphere, a critical interface involving soil, plant roots, and microorganisms, plays a vital role in the feedback processes between plants and soil, especially under phosphorus (P) limiting conditions typical of subtropical forests. This study used a chronosequence design to investigate first-fourth successive planting rotations of Chinese fir (Cunninghamia lanceolata) plantations in Fujian Province, China, with stands around 17 years old. We employed a modified P fractionation assay and metagenomic sequencing to explore P cycling in the rhizosphere across different plantation rotations. Rhizosphere labile P concentrations increased significantly in the fourth rotation, alongside a consistent upward trend in moderately labile P throughout successive plantings. Conversely, stable P and residual P concentrations declined during successive plantings, signaling a shift toward more accessible P forms. From metagenomic analyses, the proportion of P transport processes (transportation of phosphonate, phosphate, and inorganic phosphate) gradually increased. Notably, abundances were significantly higher in the rhizosphere soil of the fourth Chinese fir planting rotation of the K01126 gene (involved in phosphate ester mineralization), the phnD gene (associated with phosphonate transport), functional genes related to the solubilization of inorganic phosphate, such as pqqB, pqqC, pqqE, and ppa, and the phoB gene (linked to P-starvation response regulation). The results indicate that functional microbes of the rhizosphere, dominated by Proteobacteria and Acidobacteria, are instrumental in changing P cycling processes during successive plantings. The successive planting rotations of Chinese fir plantations significantly and positively impacted on the gene abundance related to the activation and uptake of P in the rhizosphere. Based on these insights, specific strategies, such as regular monitoring and application of phosphate fertilizer and adjusting rotation timing based on the soil rhizosphere P status, and incorporating native broad-leaved tree species are suggested to promote efficient P cycling, thus supporting sustainable forest management practices.

Interruption reduction during oral medication rounds among nurses in hematology-oncology wards: a best practice implementation project.

The aim of the project was to reduce interruptions during oral medication rounds among nurses working in hematology-oncology wards by improving compliance with best practices by 20%. Medication errors can adversely affect patient safety. Hence, understanding the underlying contributors to medication errors is necessary. Nurses are the ones who administer medications to patients; however, in clinical areas, interruptions are prevalent and could contribute to medication errors. It is therefore recommended that interventions be implemented to minimize interruptions. This project was conducted in two hematology-oncology wards from March 2022 to March 2023. Target participants were nurses who served medications in the morning. The project followed an evidence-based audit and feedback methodology using the seven-phase JBI Evidence Implementation Framework. JBI's Practical Application of Clinical Evidence System (PACES) was used to support the audit and feedback process. An interruption reduction bundle consisting of three best practices was implemented. At baseline, only 24% of medications administered occurred without interruption. One month after implementation, there was a 51% improvement in compliance. Six months after implementation, compliance increased to 58%. Nine months post-implementation, the compliance rate remained at 59%. Absolute interruption counts decreased from 47 (baseline), to 27 (1 month post-implementation), to 24 (6 months post-implementation), to 16 (9 months post-implementation). All types of interruptions decreased when comparing the baseline with the latest post-implementation result. The project used evidence-based interventions in a bundle, effectively reducing interruptions during oral medication rounds, and sustaining positive results. http://links.lww.com/IJEBH/A256.

Promoting sleep and rest in hospitalized children: a best practice implementation project.

The objective of this project was to implement scientific evidence to promote sleep and rest in pediatric patients during hospitalization. Hospitals are not conducive to quality sleep, as external factors such as light, noise, and interruptions from health care staff can disturb patients. Being hospitalized has a detrimental impact on children's sleep because it reduces how much sleep they get and the quality of that sleep. It has been reported that up to 20% to 30% of hospitalized children experience sleep problems. This project was conducted at the Marqués de Valdecilla University Hospital in Cantabria, northern Spain. The project used the JBI Evidence Implementation Framework, which is grounded in an audit, feedback, and re-audit process, together with a structured approach to identifying and managing barriers to change. The study subjects were 100 children aged 2 to 16 years, who were admitted to the hospital's pediatric unit from November to December 2021, and 27 multi-disciplinary health care staff. Implementing the evidence-based strategies improved our care practices, with the follow-up audit results showing a marked improvement in compliance. Thus, training health care staff on pediatric sleep increased from 4% to 80%; using a multi-faceted approach to sleep promotion increased from 21% to 87%; and promoting relaxation techniques to promote sleep increased from 0% to 80%. The project met its objectives. Areas for improving children's sleep and rest during hospitalization were identified. To avoid resistance to change, it was necessary to involve the entire team and maintain training. We recommend follow-up audits once a year, to ensure the sustainability of the project. http://links.lww.com/IJEBH/A252.

Diagnostic and Feedback Behavior of German Pre-Service Teachers Regarding Argumentative Pupils’ Texts in Geography Education

The study sheds light on the importance of diagnostic and feedback skills regarding argumentative pupils’ texts for (prospective) teachers and the current state of research in this area. The importance of argumentation in geography education is undisputed, as geographical problems often require multi-layered solutions that can be analyzed, assessed and reflected upon by teachers and pupils through argumentation skills. Nevertheless, research findings reveal that both teachers and pupils often have limited argumentation skills, which poses a challenge for both. The present study investigates the attitudes and practices of prospective geography teachers regarding the diagnosis of and feedback on pupils’ argumentative texts. Using a qualitative research design, twenty German pre-service teachers of geography were interviewed about their diagnostic and feedback experiences and asked to analyze and provide feedback on an argumentative pupil text. The results were evaluated using qualitative content analysis. In addition, a theoretical model for diagnosis was developed, which was used to analyze the pre-service teachers’ diagnostic behavior. The criteria used by the pre-service teachers to evaluate the argumentative pupils’ text were examined. The results show that the diagnosis often lacks the exploration of causes and the deduction of consequences, and that only a few subject-specific criteria were taken into account in the text assessment. In addition, the feedback was generally more positive than the diagnosis itself. The results offer insights into the design of diagnostic and feedback processes in geography education and provide impulses for (higher) education teaching and future research.

How Effective is the 360-degree Feedback Appraisal Method for Evaluating Employee Performance?

360-degree feedback, also known as multisource feedback, multi-rater feedback, or the 360-degree review system, is a comprehensive employee evaluation method designed to promote the all-around development of employees. Unlike traditional top-down appraisal methods, this system gathers input from various sources to create a holistic view of performance and areas for improvement. The 360-degree feedback process is designed to be continuous, supporting ongoing development throughout the year, rather than relying solely on periodic evaluations. This approach helps to address performance issues and foster growth on a regular basis, promoting a culture of continuous improvement.

How do software practitioners perceive human-centric defects?

Context:Human-centric software design and development prioritises the way users prefer to complete their jobs, rather than expecting users to adapt to the software. Software users can have different genders, ages, cultures, languages, disabilities, socioeconomic statuses, and educational backgrounds, among many other differences. Due to the inherently varied nature of these differences and their impact on software usage, preferences and issues of users can vary, resulting in user-specific defects that we term as ‘human-centric defects’ (HCDs). Objective:This research aims to understand the perception and current management practices of such HCDs by software practitioners, identify key challenges in reporting, understanding and fixing them, and provide recommendations to improve HCDs management in software engineering. Methods:We conducted a survey and interviews with software engineering practitioners to gauge their knowledge and experience on HCDs and the defect tracking process. Results:We analysed fifty (50) survey- and ten (10) interview-responses from SE practitioners and identified that there are multiple gaps in the current management of HCDs in software engineering practice. There is a lack of awareness regarding human-centric aspects, causing them to be lost or under-appreciated during software development. Our results revealed that handling HCDs could be improved by following a better feedback process with end-users, a more descriptive taxonomy, and suitable automation. Conclusion:HCDs, given their diverse end-user base, present a major challenge to software practitioners. In the software engineering domain, research on HCDs has been limited and requires effort from research and practice communities to create awareness and support for human-centric aspects.

Global preventive feedback of powerful radio jets on galaxy formation

Firmly anchored on observational data, giant radio lobes from massive galaxies hosting supermassive black holes can exert a major negative feedback effect, by endowing the intergalactic gas with significant magnetic pressure hence retarding or preventing gas accretion onto less massive halos in the vicinity. Since massive galaxies that are largely responsible for producing the giant radio lobes, this effect is expected to be stronger in more overdense large-scale environments, such as protoclusters, than in underdense regions, such as voids. We show that by redshift [Formula: see text] halos with masses up to [Formula: see text] are significantly hindered from accreting gas due to this effect for radio bubble volume filling fraction of [Formula: see text], respectively. Since the vast majority of the stars in the universe at [Formula: see text][Formula: see text] 2 to 3 form precisely in those halos, this negative feedback process is likely one major culprit for causing the global downturn in star formation in the universe. It also provides a natural explanation for the rather sudden flattening of the slope of the galaxy rest-frame UV luminosity function around [Formula: see text]. A cross-correlation between protoclusters and Faraday rotation measures may test the predicted magnetic field. Inclusion of this external feedback process in the next generation of cosmological simulations may be imperative.

Research on the sub-millisecond underwater electrical wire explosion process

Abstract Underwater electric wire explosion (UEWE) has great potential as a shockwave source for medical and industrial applications. This paper focuses on the process of the sub-millisecond underwater electrical wire explosion (smUEWE). The study compared the smUEWE and the microsecond underwater electrical wire explosion, which revealed the occurrence of partial vaporization under smUEWE, leading to the formation of bamboo-shaped cavities and frontal shock waves. The experiments of smUEWE were carried out under different stored energy, the results indicated the plasma shrinkage and cavity separation during the overall ionization process. Additionally, the study observed secondary breakdown caused by the uneven distribution of ionization products. An analysis was conducted on smUEWE considering partial vaporization, which divided the electrical explosion into a positive feedback process which promoted the axial instability and a negative feedback process which formed the uniform plasma channel. The analysis results was consistent with the experimental results.

Towards an idealized model of feedback uptake: longitudinal development of feedback literacy from a social constructivist perspective

ABSTRACT One of the potentials and challenges for the implementation of effective feedback processes lies in promoting and enacting purposeful student uptake of teacher written feedback. The theoretical framework in addressing this puzzle emanates from the inter-related concepts of social constructivist approaches to feedback and student feedback literacy. Feedback from a social constructivist perspective is underpinned by social and relational interaction in co-constructing inferences from feedback information. Feedback literacy represents the capacities to use feedback information productively. The aim of this longitudinal qualitative inquiry is to analyze how an undergraduate student interprets and uses teacher written feedback to enhance her work and her feedback literacy over a four-year period, in collaboration with a co-researcher. The main data sources comprise all written feedback provided by teachers over the four-year period; co-constructed analysis and action planning; enactment of action plans; and the student’s reflective journal of feedback experiences. The findings are presented in three chronological stages to demonstrate the main feedback literacy development of the student in appreciating the value of feedback, enhancing emotional resilience in response to critical feedback and managing feedback uptake. Experiencing successful feedback uptake is identified as a significant factor in enhancing self-efficacy and supporting the development of student feedback literacy. On the basis of the longitudinal evidence, an idealized model of feedback uptake is proposed underpinned by social constructivist principles. The originality of our contribution to social constructivist feedback research lies in illustrating how its principles are implemented over time.

From BIM to thermal comfort: Leveraging BIM for rapid outdoor comfort assessments

This study introduces a novel system within a Building Information Modeling (BIM) environment to rapidly evaluate Outdoor Thermal Comfort (OTC). Traditionally, direct microclimate analysis in the design phase is hindered by cumbersome and resource-intensive processes. By utilizing information from BIM and integrating the COMFA thermal energy budget model, this approach facilitates immediate OTC evaluation. The system automates the Sky View Factor simulation using 3D modeling techniques and utilizes BIM model data to assess the thermal environment. Tested on a university campus, it effectively processes geospatial BIM data to compute microclimate parameters and estimate OTC using COMFA. This research represents a significant advancement in BIM-integrated OTC analysis, streamlining the design feedback process and aiding practitioners in improving outdoor thermal environments amidst climate change challenges.

An Imaging and Spectroscopic Exploration of the Dusty Compact Obscured Nucleus Galaxy Zw 049.057* *Based in part on observations obtained with the Southern African Large Telescope (SALT).

Zw 049.057 is a moderate-mass, dusty, early-type galaxy that hosts a powerful compact obscured nucleus (CON, L FIR,CON ≥ 1011 L ⊙). The resolution of the Hubble Space Telescope enabled measurements of the stellar light distribution and characterization of dust features. Zw 049.057 is inclined with a prominent three-zone disk; the R ≈ 1 kpc star-forming inner dusty disk contains molecular gas, a main disk with less dust and an older stellar population, and a newly detected outer stellar region at R > 6 kpc with circular isophotes. Previously unknown polar dust lanes are signatures of a past minor merger that could have warped the outer disk to near face-on. Dust transmission measurements provide lower limit gas mass estimates for dust features. An extended region with moderate optical depth and M ≥ 2 × 108 M ⊙ obscures the central 2 kpc. Optical spectra show strong interstellar Na D absorption with a constant velocity across the main disk, likely arising in this extraplanar medium. Opacity measurements of the two linear dust features, pillars, give a total mass of ≥106 M ⊙, flow rates of ≥2 M ⊙ yr−1, and few Myr flow times. Dust pillars are associated with the CON and are visible signs of its role in driving large-scale feedback. Our assessments of feedback processes suggest gas recycling sustains the CON. However, radiation pressure driven mass loss and efficient star formation must be avoided for the active galactic nucleus to retain sufficient gas over its lifespan to produce substantial mass growth of the central black hole.

Generative AI tools as educators’ assistants: Designing and implementing inquiry-based lesson plans

This study investigates the integration of Generative AI (GenAI) tools into educational practices, specifically focusing on the design of Inquiry-Based Learning (IBL) lesson plans. Based on a particular IBL framework that synthesizes the core attributes of IBL by combining the strengths of various models, the study explores educators' potential utilization of GenAI tools across the framework's phases. Among other capabilities, GenAI tools were examined for their support in content creation, assessment and feedback processes, as well as in the design of learning activities and lesson plans. This examination informed the classification of GenAI tools in this study, organizing them according to their potential utility for educators. These groups and subgroups of tools were then aligned with each phase of the IBL framework, demonstrating their role in achieving the objectives of each phase. Several practical examples across different grade levels and disciplines were also provided to highlight their prospective use. The systematic classification of GenAI tools introduced in this study fills a notable gap in the literature, thus making a valuable contribution to the field of GenAI in education. Additionally, by demonstrating how this classification can be applied as educators craft and deliver IBL lesson plans, the study further contributes by providing guidance on the effective use of these tools in real-world educational contexts.

Automated Assessment of Students’ Interactions with Visual Representations: A Metacognitive Perspective on Comparing Fractions

This study investigated students’ engagement with feedback processes in tasks of comparing fractions using visual representations. The research had two main goals. First, it used automated analysis based on student responses to explore the diversity of work methods deployed by students in completing the tasks. Second, it investigated students’ metacognitive actions as they interacted with visual representations, examining how these actions shaped their work methods. We analyzed student responses to track metacognitive actions, including planning, monitoring, and evaluating. The investigation helped explain the feedback process the students used as they engaged with the tasks and visual representations. Data were collected from 75 students aged 12–13 years. The findings provide insight into students’ effective engagement with feedback generated by an automated formative assessment platform.

INTERACTIVE VIDEO PROJECT TO BOOST UNIVERSITY STUDENTS’ SELF-CONFIDENCE IN ENGLISH PUBLIC SPEAKING

English language proficiency has become essential for those pursuing higher education in our fast-paced environment. A growing demand for jobs in the global workplace is coming from English speakers in particular. For many students, especially those who are non-native speakers of the language, public speaking in English presents a considerable difficulty. This research investigated the effects of an interactive video project on students' public speaking confidence in English. The middle and final exams for students were designed to include project-based learning in addition to classroom activities. In order to receive constructive comments from their lecturer and fellow students, students in this project had to produce and deliver videos on the prescribed themes. In this study, 20 students who had completed an interactive video project for class and the semester exam in Regular English at Universitas Pendidikan Nasional (Undiknas University) Denpasar, Bali, participated in a semi-structured interview and observation of the classroom during a descriptive qualitative approach. This study's conclusions showed that students' self-assessed confidence in their ability to give English public speeches or presentations can significantly increase as a result of the interactive video project. A process of iterative production, presentation, and feedback was combined with the interactive project. Students had an entertaining chance to hone and polish their speaking abilities with the interactive video project.