Feedback Processes Research Articles

Cross-Cultural Biology Teaching Using Next-Generation Science Standards

This study explored Next Generation Science Standards (NGSS) in cross-cultural biology teaching through collaborative lesson studies involving educators from the USA and the Philippines. We employed grounded theory and examined iterative feedback processes during lesson development to refine learning exemplars. Learning exemplars validation affirmed their alignment with both NGSS and the Philippine science education frameworks, ensuring cultural relevance and educational rigor. Five key themes were identified as pivotal: retrieval of prior knowledge, fostering meaningful learning experiences, enhancing memory and retention, fostering active engagement, and cultivating critical thinking skills—integral for developing culturally responsive curricula. Moreover, students became independent learners, responsible for their learning, reflective and critical thinkers, problem solvers, inquiry-oriented, creative, collaborative communicators, modelers, data analysts, persistent, adaptable, and self-directed. Implications include enhancing educational policies to support cultural diversity and integrating cross-cultural learning exemplars to enhance global teaching practices. This study underscored the transformative potential of cross-cultural collaboration in advancing science education, fostering engaging learning environments, and preparing students for global citizenship.

Enhancing feedback capabilities with the peer feedback module

Feedback has a powerful impact on student learning (Hattie & Timperley, 2007). Although it has now become an essential component of higher education courses, learning how to receive and provide feedback can be difficult, as evidenced by dissatisfaction in student surveys on a global scale (e.g., MacKay et al., 2019). Carless and Boud (2018) argue that for feedback to be effective, students need to develop their feedback-related capabilities. To enhance student feedback capabilities, feedback should be viewed as a complex process that has the potential to enhance learning and which emphasizes student agency (Niemienen et al., 2021). Peer feedback offers a range of opportunities for promoting student agency, where students practice constructing, delivering, and receiving feedback (Nicol et al., 2014). In the shift to hybrid and digital learning contexts, such opportunities are frequently mediated by technology, which may require different or additional capabilities to traditional teacher-led feedback practices. A small body of work from the peer feedback literature has focused on what specific capabilities students need during the feedback process. For example, Han and Xu (2020) argue that the literacy needed for peer feedback includes cognitive readiness (making judgements and taking action) and social-affective readiness (appreciating feedback and managing affect). To expand on this, peer feedback has been conceptualized as entailing a cognitive aspect (knowing what to critique in the work), a critical thinking aspect (such as judging work), and a socio-emotional aspect (considering emotions and the social climate) (Cheng et al., 2023). With the understanding that feedback literacy can be developed over time (Malecka et al., 2022) and a recent focus on developing interventions to improve feedback skills (see Little et al., 2024), this poster presentation details the creation and development of a feedback literacy intervention which contains an online module to develop peer feedback skills. To participate in the intervention, students are required to reflect on their feedback literacy levels using a recently developed feedback literacy behaviour scale (FLBS) (Dawson et al., 2023). Following this, participants engage in a student-led, self-paced online module nested within the University’s learning management system. Each sub-module targets different peer feedback capabilities which have been categorized into five dimensions, including domain knowledge, using evaluative judgement, crafting and delivering the feedback message, managing the socio-emotional environment, and using motivation. After participation in the online module, students complete an organic and pre-existing peer feedback activity before assessing their feedback literacy levels once more through the FLBS (Dawson et al., 2023). A smaller sample of students are involved in focus groups, where insights into how the module has the potential to influence feedback capabilities are discussed. Participants also bring along student work to highlight how their feedback capabilities have been used. Through this intervention, learners may develop better feedback practices (including general feedback literacy). Crucially, they may also learn how to provide effective and helpful feedback information to their peers, which is one of the key requirements for moving beyond university and into the workforce.

Authentic feedback

Authentic assessment calls for authentic feedback (Dawson et al., 2021). Authentic feedback promotes the development of capabilities that transfer effectively from university to the workplace. I showcase an innovative process to improve the feedback on an assessment task that simulates a real-life scenario to undergraduate finance students at the University of Sydney. Authentic feedback inspires students to engage in higher-order thinking, decision-making and problem-solving to resolve the feedback comments (Molloy et al., 2020). I schedule a series of pre-submission classes that are dedicated to debating the assessment task and required standards with students. Feedback can motivate students to evaluate their own work and incorporate the insights for better quality performance. I focus on developing students’ understanding of the criteria that concern practitioners. The impact of the process to deliver authentic feedback is reflected in students’ perceptions of the extent to which they were guided by helpful feedback on their learning. The context is an undergraduate third-year elective unit, Bank Financial Management, which the University of Sydney Business School offers to students as part of its Bachelor of Commerce program. The objective of the unit is to expose students to the management of financial risks in banks. The unit’s assessment includes a group assignment on cybersecurity preparedness. The assignment is based on a case prepared by Korinek and Allayannis (2022). The case is framed from the perspective of the chief information officer of a mid-sized financial institution that has experienced a massive and unprecedented cyberattack in which $450 million of customer funds were stolen. The objectives of the assignment are for students to recognise the frequency and tremendous costs of cyberattacks, devise an incident response plan to cyberattacks and understand the cyber regulatory regime in which corporations operate. The unit attracts more than 500 enrolments per year. I deploy strategies for students to engage productively in the kinds of feedback practices that take place in the workplace. The grading rubric describes qualities sought by employers. The pre-submission classes provide opportunities for students to debate the issues with their instructors and peers and to develop practical solutions. The instructions require students to write a business-style report and to treat a bank’s managers as their target audience for the report. The process relies upon the Canvas learning management system. The feedback is delivered through a series of discussions between students and educators. The feedback process has contributed to improvements in students’ impressions of the assessment task and the quality of the feedback itself. This poster fits within the conference theme of technology enhanced learning (TEL) pedagogies. To deliver authentic feedback, the instructors augment face-to-face teaching with TEL including through video recordings, video conferencing and online discussion forums. I outline the opportunities and threats to educational quality posed by using TEL applications to generate authentic feedback. By presenting and analysing an example from university teaching in finance, I demonstrate implications and issues arising from Dawson et al.’s (2021) framework for authentic feedback. Dawson et al.’s framework contains the five elements of realism, cognitive challenge, affective challenge, evaluative judgement and enactment. I apply the framework to a feedback process as a way of identifying its authenticity and guiding its adjustment in a more authentic direction.

Confidence regulates feedback processing during human probabilistic learning.

Confidence regulates feedback processing during human probabilistic learning.

Enhancing Human-Computer Interaction in Augmented Reality (AR) and Virtual Reality (VR) Environments: The Role of Adaptive Interfaces and Haptic Feedback Systems

Human-Computer Interaction (HCI) in Augmented Reality (AR) and Virtual Reality (VR) environments has emerged as a critical area of research, shaping how users interact with immersive technologies. This study explores the design and development of advanced HCI frameworks in AR/VR environments, with a particular focus on adaptive interfaces and haptic feedback systems. Adaptive interfaces employ real-time data to personalize user experiences, while haptic feedback systems provide tactile sensations to bridge the gap between digital and physical interactions. The integration of these technologies enhances user engagement, immersion, and efficiency across applications such as gaming, training simulations, healthcare, and remote collaboration. This research investigates the challenges in creating intuitive, responsive systems and examines cutting-edge solutions in multimodal interactions, gesture recognition, and real-time feedback processing. By analyzing user performance and satisfaction, this study contributes to the refinement of AR/VR systems, paving the way for next-generation immersive environments.

Dynamics of prescribing and accessing medications for opioid use disorder: a community-based systems analysis

Background Although medications for opioid use disorder (MOUD) are effective for treating opioid use disorder (OUD), persistent barriers still prevent patients from accessing this life-saving care. Policies to increase MOUD access have produced suboptimal results. This study presents a qualitative system dynamics model that elucidates the complexities of accessing and staying in MOUD treatment. Methods We utilized a community-based system dynamics approach to modeling the MOUD treatment system. We engaged a cohort of system experts/stakeholders, including individuals who had received MOUD, treatment providers, and policymakers, in interviews and group model building to develop and refine a simulation model. We then created a qualitative causal loop diagram based on insights gained while developing the simulation model and a review of interview transcripts. Results The causal loop diagram captures four key factors affecting treatment initiation, retention, and leaving: (1) fraught interactions between patients and healthcare providers; (2) stigma-driven regulation of MOUD creating a culture of fear and defensive medicine; (3) a punitive culture in clinics and opioid treatment programs offering MOUD; and (4) the internalization of the abstinence narrative contributing to premature termination of treatment. Conclusions Our analysis highlights how interdependent and non-linear feedback processes diminish or counteract the effectiveness and sustainability of MOUD policy interventions. Due to system memory and cultural resistance to change, even rolling back reactionary policies may do little to curb established behavioral patterns. In addition, conflicting and competing strategies among various actors within the system contribute to goal misalignment and a lack of standardization of care.

The Future of Feedback

Research shows that feedback practices significantly impact key student outcomes, including performance, engagement, and satisfaction (Esmaeeli, Shandiz, Shojaei, Fazli & Ahmadi 2023). Feedback is a crucial component of learning in Higher Education (HE) and plays a vital role in developing critical thinking, improving retention, and enhancing student engagement. The importance of timely dialogic feedback in enhancing student engagement and potentially improving retention is well understood (Advance HE 2020). However, academic staff are increasingly time-poor, with reduced opportunities to provide regular in-depth quality feedback outside of that given for summative assessment (Henderson, Ryan & Phillips 2019). Early experimentations with using Generative AI (GenAI) such as ChatGPT to provide feedback for formative assessment recognises that students will learn and work in an AI-enabled world beyond their university studies (Bowditch 2023). GenAI can be leveraged inside and outside the classroom to achieve positive student engagement and improved skill development thereby affording them the skills and knowledge necessary to succeed (Hooda et al. 2022). Engaging with GenAI for feedback purposes offers an opportunity to increase equitable access to feedback across the student cohort, to support and further develop their critical skills and learning outcomes. As Verhoeven and Rana (2023) note, “AI disruption may present an opportunity to shift the focus from assessment of learning to assessment for learning”. Utilising GenAI for feedback purposes can provide rapid, personalised learning support, and aid with planning, drafting, and revising student work. However, this adoption of GenAI for feedback must be driven and developed by the educator, keeping the human in the loop to ensure quality (Atchley, Pannell, Wofford, Hopkins & Atchley). Our project draws on the principles of feedback literacy, current research on using AI as learning tool (Verhoeven & Rana 2023b; Tubino & Adachi 2022) and emphasises student-centred learning through dialogic feedback practices. The project draws on scholarship from Mollick and Mollick’s seven approaches to student use of AI (2023), Perkins, Furze, Roe and MacVaugh’s framework for ethical integration of AI in assessment (2024), and emerging work from Liu, Brightman, and Miller on GenAI and feedback (2023). This presentation addresses the conference theme of Technology, providing an overview and reflection on staff development and adoption of GenAI for feedback processes for the benefit of student learning. We will showcase four use cases of the use of GenAI to design and implement feedback creation for undergraduate formative assessment across the three Colleges at the University of Newcastle. All cases engage innovation in Technology Enhanced Learning (TEL) practice in developing GenAI tools to support student learning via feedback. The presentation addresses the benefits and challenges of each approach. Recognising the value of feedback in student learning, this PechaKucha is aimed at a diverse audience in HE. Our presentation will demonstrate applicability and adaptability to a range of disciplines as we explore the impact new and emerging GenAI technologies can have on HE. We will introduce the possibilities of using GenAI for feedback purposes, and encourage staff to consider experimenting with and adopting their own innovative TEL practices.

Exploring the Impact of Student-Elicited Video Feedback on Evaluative Judgement

Students are active players in feedback processes, often seeking and eliciting feedback information to understand expected quality standards regarding their assignments. While student-elicited feedback can benefit learning, little is known about its impact on students' evaluative judgement and how best to leverage it. Hence, this paper examines two technology-mediated feedback encounters elicited by a student through videos sent to her teachers in a blended unit of a postgraduate education course at an Australian university. The student sought feedback information to understand whether her project proposal met the task requirements. Results showed that those two feedback encounters were productive, suggesting that these interactions iteratively refined her focus and calibrated her understanding of the quality standards of the assignment. By exploring the conditions that enabled the student to elicit feedback encounters, we identified that strategies used in the context of the unit, like earlier opportunities for feedback, timeliness of feedback comments and use of video feedback to provide clear, detailed, and supportive information could potentially enable productive feedback encounters. Additionally, our findings suggest that a relational perspective of feedback is equally important to build a trusting and supportive environment that encourages students to elicit feedback encounters.

Physician perspectives of clinical performance feedback and impact on well-being: a qualitative exploration

ObjectivesProviding clinical performance feedback to physicians is an established method to improve care, but the impact on physician well-being is unclear. This evaluation aimed to better understand physician perspectives on...

Supplemental Material for Confidence Regulates Feedback Processing During Human Probabilistic Learning

Supplemental Material for Confidence Regulates Feedback Processing During Human Probabilistic Learning

Osaka Feedback Model. III. Cosmological Simulation CROCODILE

We introduce our new cosmological simulation data set CROCODILE, executed using the GADGET4-Osaka smoothed particle hydrodynamics code. This simulation incorporates an updated supernova (SN) feedback model of Y. Oku et al. and an active galactic nuclei (AGN) feedback model. A key innovation in our SN feedback model is the integration of a metallicity- and redshift-dependent, top-heavy initial mass function. Our SN model introduces a new consideration that results in an order of magnitude difference in the energy injection rate per unit stellar mass formed at high redshift. The CROCODILE data set is comprehensive, encompassing a variety of runs with diverse feedback parameters. This allows for an in-depth exploration of the relative impacts of different feedback processes in galactic evolution. Our initial comparisons with observational data, spanning the galaxy stellar mass function, the star formation main sequence, and the mass–metallicity relation, show promising agreement, especially for the Fiducial run. These results establish a solid foundation for our future work. We find that SN feedback is a key driver in the chemical enrichment of the intergalactic medium (IGM). Additionally, the AGN feedback creates metal-rich, bipolar outflows that extend and enrich the circumgalactic medium and IGM over a few Mpc scales.

Studying the Effect of Radiation Pressure on Evolution of a Population III Stellar Cluster

Recent numerical simulations have shown that the unstable disk within the central regime of the primordial gas cloud fragments to form multiple protostars on several scales. Their evolution depends on the mass accretion phenomenon, interaction with the surrounding medium and radiative feedback respectively. In this work, we use a fast semianalytical framework in order to model multiple protostars within a rotating cloud, where the mass accretion is estimated via a Bondi–Hoyle flow and the feedback process is approximated through radiation pressure. We observe that while some of the evolving protostars possibly grow massive (≈1–75 M ⊙) via accretion and mergers, a fraction of them (≈20%) are likely to be ejected from the parent cloud with a mass corresponding to M * ≲ 0.8 M ⊙. These low-mass protostars may be considered as the potential candidates to enter the zero-age-main-sequence phase and possibly survive until the present epoch.

Unveiling the Dynamic Mechanisms of Generative AI in English Language Learning: A Hybrid Study Based on fsQCA and System Dynamics

The burgeoning development of generative artificial intelligence (GenAI) has unleashed transformative potential in reshaping English language education. However, the complex interplay of learner, technology, pedagogy, and contextual factors that shape the effectiveness of GenAI-assisted language learning remains underexplored. This study employed a novel mixed-methods approach, integrating qualitative comparative analysis (QCA) and system dynamics (SD) modeling, to unravel the multi-dimensional, dynamic mechanisms underlying the impact of GenAI on English learning outcomes in higher education. Leveraging a sample of 33 English classes at the Harbin Institute of Technology, the QCA results revealed four distinct configurational paths to high and low learning effectiveness, highlighting the necessary and sufficient conditions for optimal GenAI integration. The SD simulation further captured the emergent, nonlinear feedback processes among learner attributes, human–computer interaction, pedagogical practices, and ethical considerations, shedding light on the temporal evolution of the GenAI-empowered language-learning ecosystem. The findings contribute to the theoretical advancement of intelligent language education by constructing an integrative framework encompassing learner, technology, pedagogy, and context dimensions. Practical implications are generated to guide the responsible design, implementation, and optimization of GenAI in English language education, paving the way for learner-centric, adaptive learning experiences in the intelligence era.

Deployment of Artificial Intelligence in Radiology: Strategies for Success.

Radiology, as a highly technical and information-rich medical specialty, is well-suited for artificial intelligence (AI) product development, and many FDA-cleared AI medical devices are authorized for uses within the specialty. In this Clinical Perspective, we discuss the deployment of AI tools in radiology, exploring regulatory processes, the need for transparency, and other practical challenges. We further highlight the importance of rigorous validation, real-world testing, seamless workflow integration, and end-user education. We emphasize the role for continuous feedback and robust monitoring processes, to guide AI tools' adaptation and help ensure sustained performance. Traditional standalone and alternative platform-based approaches to radiology AI implementation are considered. The presented strategies will help achieve successful deployment and fully realize AI's potential benefits in radiology.

Right to Vote and Electoral Judiciary in Brazil

Abstract This paper aims to demonstrate how the constitutional guarantees of the right to vote and the constitutional design of the Electoral Judiciary have protected electoral integrity in Brazil during the Bolsonaro administration. The 1988 Constitution entrenched voting rights, expanded suffrage, and adopted compulsory voting, creating inclusive voting practices that facilitate voter turnout. The constitutional system also provided for an independent Electoral Judiciary that operates on all levels of electoral governance, including rulemaking. As the sole electoral management body in the country, the Electoral Judiciary generated a process of positive feedback that reinforced its authority. This process has also been guaranteed by the institutional linkage of the Superior Electoral Court with the Federal Supreme Court, where the latter acts as a self-referencing veto point, upholding the decisions of the Electoral Judiciary. Keywords: voting rights, electoral management, electoral justice, Brazilian election law.

Students’ Perspectives and Experiences in Project-Based Learning: A Qualitative Study

Project-based learning (PBL) has gained traction in higher education as an effective pedagogical approach that promotes active learning, critical thinking, and the practical application of knowledge. Unlike traditional lecture-based methods, PBL engages students in collaborative projects that simulate real-world challenges, thereby enhancing their problem-solving skills. However, a notable gap exists in understanding how these theoretical benefits translate into actual student experiences. Therefore, this study aims to investigate undergraduate students’ perspectives and experiences in project-based learning. By understanding students’ perspectives and experiences, this research highlights the benefits, challenges, and overall effectiveness of PBL. A qualitative research design was employed, involving in-depth, semi-structured interviews with 30 undergraduate students. The students were exposed to project-based learning in research methodology and software development courses. The interviews were conducted in person and via video conferencing, ensuring a comfortable environment for participants to share their insights. The data collected from the interviews were transcribed verbatim and analyzed using thematic analysis to identify recurring themes and patterns. The thematic analysis revealed several key themes: the importance of consistent attendance due to the tailored and sequential nature of PBL; the facilitation of deeper understanding and the practical application of theoretical concepts; difficulties in adapting to PBL, especially when transitioning from traditional teaching methods; benefits and logistical challenges of collaboration; the crucial role of the iterative process of assessment and feedback in mastering concepts; and the fostering of autonomy and the development of essential skills such as time management and problem-solving.

Intra-articular knee injections in patients with primary osteoarthritis in a tertiary clinical setting: a best practice implementation project.

This project aimed to improve physicians' adherence to evidence-based practices regarding the selection and administration of intra-articular knee injections for patients with osteoarthritis. The project also aimed to empower patients by increasing their awareness of these evidence-based practices. In the management of knee osteoarthritis, intra-articular injections are commonly used when initial treatments prove inadequate. However, issues such as patients' demand for rapid relief and variability in physicians' familiarity with optimal practices often lead to suboptimal treatment decisions and potential adverse outcomes. This project followed the JBI Evidence Implementation Framework, which is grounded in an audit, feedback, and re-audit process. Initially, physicians were surveyed on the topic under consideration, and hospital records were reviewed. Subsequently, targeted interventions were implemented, including briefings and the distribution of informative flyers. The baseline audit indicated low adherence with all audit criteria. Various parameters, such as adherence to best clinical practices, informed decision-making by patients, and the recommendation of alternative treatment modalities, were significantly lacking. Following the interventions, substantial improvements were observed, including higher rates of adherence to best clinical practices by physicians for multiple criteria, such as stepwise referral to conservative therapy options and the content of intra-articular injections. Adherence to best clinical practices can be improved through educational briefings for physicians on the most current evidence-based treatment practices for injectable substances in knee osteoarthritis. The active engagement of patients, facilitated by informative flyers and physician assistance, contributed to better involvement in their treatment choices. However, the participation of health care institutions and providers as well as lifelong education practices may be necessary for more comprehensive and sustainable changes. http://links.lww.com/IJEBH/A277.

Lifestyle Recommendations for Patients Before and After Thoracic Aortic Surgery: A Framework Analysis

Abstract Background Patients receive many different recommendations after thoracic aortic surgery. Unfortunately, there is much variation in recommendations between different surgical centers. This variation in recommendations creates uncertainty and anxiety in patients. Therefore, we aimed to provide an overview with clear lifestyle recommendations for patients before and after thoracic aortic surgery. Methods Documentary research and a framework analysis were used to analyze brochures, website texts, and health care protocols. These documents consisted of lifestyle recommendations for patients before and after thoracic aortic surgery (direct information) or cardiac surgery (indirect information). An analytical framework was constructed and all lifestyle recommendations for patients before and after thoracic aortic surgery were coded through indexing, charting, and mapping by two researchers (N.K. and H.v.Z.). The first draft with lifestyle recommendations was prepared by two researchers (N.K. and H.v.Z.). Feedback from all authors involved patients and consulted health care professionals was processed in the final draft. Results In total, 170 documents were analyzed. Indexing revealed 414 lifestyle recommendations, which were included in the first draft. Charting, mapping, removal of duplicates, and processing of feedback resulted in a final draft with 52 lifestyle recommendations about behavioral change, body weight, nutrition, cessation of alcohol and drug use, cessation of smoking, wound healing, sedentary behavior and physical activity, mental well-being, and family and close relatives. Conclusion This study provides an overview of clear lifestyle recommendations for patients before and after thoracic aortic surgery. This overview is the first step because follow-up research is needed on which lifestyle recommendations are necessary and evidence-based. The overview of lifestyle recommendations serves as a foundation, after which individual customization can be provided.

Development of Domains of Competence and Competencies for Physical Therapist Education.

Competency-based education (CBE) has been gaining widespread acceptance as a viable method for transforming education within health professions. The purpose of this report is to describe the process we used to develop a set of domains of competence and associated competencies for physical therapists. The catalyst for this effort was our desire to implement CBE as part of the major renewal of our Doctor of Physical Therapy curriculum. We developed a draft set of domains and competencies for physical therapists by considering the future of physical therapy and relevant CBE literature. Next, we used a multistep survey-and-revise process to develop consensus on the appropriateness and clarity of each domain and competency. Surveys were repeated until an 85% threshold level of agreement was achieved for each domain and competency. Between rounds of the surveys, the Competency and Entrustment Writing Team reviewed feedback and edited items accordingly. The writing and feedback processes resulted in consensus on a total of 57 competencies, organized into 8 domains of competence. The development of defined outcomes for physical therapist education (PTE) through domains and competencies provides a framework for a broader effort to re-envision PTE. Careful attention to ensuring that the framework uses shared language across professions has the potential to enhance health care and the health of society.

How does a change in climate variability impact the Greenland ice sheet surface mass balance?

Abstract. Given the long response time of ice sheets, simulations of the Greenland ice sheet typically exceed the availability of input climate data to reliably simulate the fast processes underlying surface mass balance. Strong feedback processes are known to make the mass balance sensitive to inter- and intra-annual variability. Even simulations with climate models do not always cover the full period of interest, motivating bridging these gaps using relatively coarsely resolved climate reconstructions or temporal interpolation methods. However, both of these approaches usually only provide information about the climatological average but not variability. We investigate how this simplification impacts the surface mass balance using the BErgen Snow SImulator. The model was run for up to 500 years using the same atmospheric climatology but different synthetic variabilities. While changing inter-annual variations has an impact of less than 5 % on the surface mass balance of the Greenland ice sheet, neglecting intra-annual variability by using a daily climatology causes a 40 % change in mass balance. Decomposing the total effect into contributions from different input variables, the biggest contributor is precipitation followed by temperature. Using a daily climatology, a small amount of snowfall every day overestimates the albedo and thus surface mass balance (SMB). We propose a correction that re-captures the effect of intermittent precipitation, reducing the SMB overestimation to 15 %–25 %. We conclude that simulations of the Greenland surface mass and energy balance should be forced with a transient climate, in particular for models that are calibrated with transient data.