Engaging students in peer feedback offers significant learning benefits by promoting collaboration, critical thinking, and skill development. However, challenges persist because many students struggle to provide constructive and actionable feedback due to gaps in disciplinary knowledge and pedagogical skills. This study investigates whether Generative AI (GenAI) can help address these challenges by supporting students in delivering high-quality peer feedback. To examine this potential, we implemented human-led, GenAI-powered assistance for feedback provision in an educational platform using structured prompt instructions and a tailored user interface. We then examined the characteristics of this AI assistance (AI-A) and how students engaged with it during peer feedback. Our analysis draws on data from 433 students who engaged in 7670 instances of peer feedback supported by AI assistance as part of a large undergraduate semester-long course. Our results indicate that AI-A was typically positive, well structured, and focused on pedagogical strengths (79% of all instances). However, uptake remained relatively low, with just 9% (690) of AI assistance suggestions leading to revisions. AI-A that was less accurate, less complete in describing the original peer feedback, or less positively worded was more likely to prompt revision, with small-to-medium effect sizes. One possible explanation is that these instances drew students’ attention because they appeared to require correction. These findings offer valuable insights for designing AI-A in peer feedback platforms that promote learning, encourage reflection, and preserve student autonomy. • Peer feedback benefits learning, but many students struggle to give quality feedback. • Generative AI (GenAI) has shown the potential to improve feedback processes, but there is limited evidence on its effectiveness for peer feedback. • This study examines over 7670 instances of AI assistance (AI-A) for student peer feedback in an undergraduate course. • It finds that AI-A for feedback had a positive tone and was structured, but the uptake was low. • Shows nuanced role of GenAI: AI-A, which contained only moderately specific and correct suggestions, prompted students to act on it.

Aberrant emotional conformity among individuals with social anxiety.

Problem-based learning (PBL) is an effective strategy for developing higher-order cognitive skills in biomedical education; however, structured exposure is often introduced late in postgraduate immunology curricula, leaving students insufficiently prepared for complex, independent learning tasks. Teaching immunity to COVID-19 presents additional challenges due to the need to integrate innate, adaptive, and cytokine-mediated immune pathways. The objective of this study was to quantitatively evaluate the effect of a pyramidal PBL intervention using structured mind mapping on academic performance, conceptual organization, and learner engagement among postgraduate immunology students. The intervention group (n = 18) replaced a scheduled didactic lecture with an intergroup pyramidal PBL activity involving domain-specific mind mapping, iterative peer and facilitator feedback, and whole-class synthesis, while a comparable control cohort (n = 20) received conventional lecture-based instruction. Knowledge retention was assessed using a delayed summative examination administered two weeks post-intervention, and student perceptions were measured using a structured Likert-scale questionnaire. The intervention group achieved significantly higher examination scores than controls (mean ± SD: 73.5 ± 4.4 vs. 66.2 ± 6.5), with a mean difference of 7.3 percentage points (95% CI: 3.8-10.7; p < 0.001) and a large effect size (Cohen's d = 1.30). Questionnaire findings demonstrated high acceptability and perceived effectiveness, with most participants reporting improved conceptual understanding, communication skills, and engagement with complex immunological content. These findings indicate that pyramidal mind-mapping-based PBL produces educationally meaningful improvements in learning outcomes and supports earlier scaffolding of problem-based learning within postgraduate immunology curricula.

ABSTRACT Dialogical peer feedback is an important element of socio-cultural pedagogy design. However, many student teachers have unbeneficial experiences with dialogical – or collaborative – peer feedback. To advance the development of theory and pedagogical support practices for dialogical, collaborative, and exploratory peer feedback, this study combined theories of dialogical peer feedback, higher-level collaborative learning, and exploratory social thinking. Video data collected during a four-cycle educational design research study (conducted over four years in subject teacher education) were analysed to identify observable patterns in students’ interaction modes. The research design involved yearly shifts in pedagogical support practices towards (a) feedback exemplars involving repetition and multiple presentational modalities and (b) demonstrations exemplifying dialogicality and the use of a feedback protocol. The results show that each yearly change in pedagogical design nudged students’ interactions towards more dialogical and exploratory feedback across successive cohorts, while unilateral feedback and demonstrations of individual expertise became less common.

US emerging adults under legal drinking age (underage emerging adults; U-EA; ages 18–19) are unlikely to seek or receive indicated health risk behavior interventions, thus it is imperative to find brief, effective interventions to reduce U-EA health risk behaviors, such as drinking. Developmental neuroscience reflects that peers hold higher neural salience during adolescence, as evidenced by differential neural response with real and/or simulated peers, even when those peers are not friends, and particularly in the context of alcohol. Peers also activate positive (prosocial) neural and health behavior responses among adolescents. The role of positive, prosocial peer feedback is consequential given that the most widely-used platforms for U-EA behavioral interventions are group-based platforms. We propose functional magnetic resonance imaging (fMRI) hyperscanning (tandem dyadic scanning) to evaluate U-EA brain response during group motivational interviewing (GMI) for health behavior change. This study will enroll n = 248 U-EA (ages 18–19) with ≥1 past month binge drinking event (4/3 standard drinks per occasion for males/females) via community and university campus recruitment and deliver group MI to peer dyads (no comparator; within-subjects design; ClinicalTrials.gov ID: NCT06115252). Synchronized fMRI (hyperscanning) will be used to examine brain response to positive, prosocial peer-directed health promotive language (peer-directed change talk) generated during and extracted from the GMI session. Primary outcomes include fMRI-based hyperscanning metrics (BOLD synchrony in social cognition network) and their association with behavioral measures (past-month alcohol use days measured via Timeline Followback) at 12-months (primary outcome) and 3- and 6-months (secondary outcomes) post-GMI. We hypothesize that greater neural alignment in the social cognition network during positive, prosocial peer interactions (peer-directed change talk) will be associated with greater post-intervention behavior change (lower number of past month drinking days) at each follow-up point. This translational study is crucial for making meaningful gains in improving interventions for youth health behavior.Trial registrationClinicalTrials.gov NCT06115252

“Friendly Feedback:” Lessons Learned from the Implementation and Evaluation of a Structured Peer Observation and Feedback Program at the American Academy of Neurology (AAN) National Meeting (P11-15.004)

Developing research competency remains challenging in undergraduate nursing education. This study evaluated a digitally-facilitated Gibbs reflective cycle coaching model for enhancing research competency among Bachelor of Science in Nursing (BSN) students. A 16-week parallel-group randomized controlled trial was conducted with 91 BSN students (intervention group: n = 45; control group: n = 46). The intervention featured structured digital reflection journals, peer feedback, and individualized coaching. The intervention group demonstrated significantly greater improvement in research competency assessment scores compared with the control group (mean change: 3.08 vs. 1.02; p < .001, d = 1.66). Large effect sizes also were observed for reflective practice quality (d = 1.71) and self-efficacy in research (d = 1.49). Reflective practice quality strongly correlated with competency gains (ρ = 0.83). The digitally-facilitated Gibbs reflective cycle model significantly enhanced BSN students' research competency at a single site, warranting multisite replication.

ABSTRACT This conceptual paper introduces feedback fluency as a novel way of thinking about the long-term development of student feedback literacy. Feedback fluency is defined as habits and automaticity in generating and using feedback productively in varying sociocultural contexts. The theoretical foundations of feedback fluency emanate from academic literacies and sociocultural approaches to feedback research. Key feedback fluency features involve achieving the natural flow that comes with extensive repetition of three purposeful feedback practices: generating feedback information through feedback-seeking from different sources; attaining automaticity in processing information and making evaluative judgments across contexts; and deliberative use of feedback information for enhancement purposes. The progression from feedback literacy to feedback fluency represents a critical developmental pathway underpinned by socially and culturally appropriate study habits in working with feedback information. Student, teacher and resourcing challenges are surfaced, and ways of reducing them proposed. Implications for practice are exemplified through a practical example of a feedback-rich environment with sustained opportunities for self-assessment, peer feedback and feedback uptake. Future research possibilities include how students develop and evidence feedback fluency in diverse educational settings.

Health literacy is essential for informed decision-making, patient safety, and public trust in science. This, in part, relies on the ability of health professionals to communicate complex scientific information in language accessible to the general public, yet undergraduate health science programs often lack formal training in lay communication. We describe a 60-min interactive virtual workshop designed to introduce undergraduate students to health literacy and audience-centered science communication. The workshop combined brief instruction with hands-on use of an online readability tool (Sydney Health Literacy Lab, SHeLL), facilitated small-group activities, and peer feedback. Students worked collaboratively to translate a recent scientific abstract into language appropriate for 12th- and 8th-grade reading levels, practicing strategies to reduce jargon and simplify complex information. The workshop successfully engaged students and facilitated awareness of the challenges and importance of communicating health information clearly to nonexpert audiences. This adaptable workshop model provides a practical approach for integrating health literacy and science communication training into undergraduate education and workforce preparation.NEW & NOTEWORTHY Health literacy depends on scientists' and health care professionals' ability to translate complex information into language people understand and trust. This article describes an interactive virtual workshop that equips undergraduates with tools to communicate health and science to diverse audiences. Using brief instruction and hands-on practice rewriting research abstracts, students build lay communication skills and explore links to equity, patient outcomes, and public trust.

Formative assessment, with feedback as its core, is a promising approach for L1-oral language lessons. However, feedback integration remains limited in mainstream L1-oral language teaching. Before implementing effective L1-oral language practices, we must understand how stakeholders value feedback in these practices. Interventions that are not seen as valuable might not be adopted and consequently will not lead to any effects. This small-scale study explored how teachers and students experience the integration of feedback in L1-oral language lessons. The research context was a lesson series, co-designed by five L1-teachers and implemented in nine classes. We conducted semi-structured teacher interviews and student focus groups to examine experiences with various feedback types and perceived relevant factors for providing feedback. The findings show strong appreciation by both groups of teacher feedback, small-group peer feedback, and video-based analysis and discussions. Findings suggest investing in self-assessment and feedback training across subjects to enhance students' L1-oral language skills and overall school success.

Background: Providing effective peer feedback is a challenge in nursing education. While Generative AI (GenAI) can assist, students often struggle with the task. Metacognitive scaffolding may help guide students through this complex process. Aim: This study aimed to evaluate the effects of a metacognitive scaffolding-based GenAI-assisted peer feedback provision (MGPFP) approach on nursing students' feedback engagement and behavioral patterns. Methods: A quasi-experimental study was conducted with 71 nursing students. The experimental group (n = 35) used the MGPFP approach, while the control group (n = 36) used a standard GenAI-assisted approach without scaffolding. A Mann-Whitney U test was used to compare feedback engagement. Lag sequential analysis was used to examine feedback giving behavior patterns based on coded video data. Results: The experimental group reported significantly higher engagement than the control group across four dimensions: behavioral, cognitive, social, and emotional engagement. The experimental group generated 5219 coded behaviors, while the control group generated 1861. In the experimental group, common behaviors included referring external resources (19.58%), comparing and making judgements (17.80%), and recognizing the purpose (15.77%). Non-feedback behaviors were much higher in the control group (2.69%). Lag sequential analysis identified 17 significant sequences in the experimental group and 14 in the control group. Conclusions: Integrating metacognitive scaffolding into GenAI-assisted peer feedback can improve nursing students' engagement and promote more productive and structured feedback behaviors. This approach is a valuable strategy for enhancing the quality of peer feedback in nursing education.

The integration of AI-generated feedback into higher education has increased feedback volume and efficiency. Yet concerns persist that it lacks the ‘human touch’, a construct that remains undertheorised and empirically unexamined. To examine what constitutes the human touch, this study compared AI and peer feedback in an interpreting course, capturing 41 university students’ immediate responses through the think-aloud method across seven weeks. Analysis revealed that whereas AI provided comprehensive, criterion-based commentary with a more positive tone, peer feedback demonstrated greater developmental sensitivity and relational grounding. Students showed emotional indifference to AI feedback but valued the contextual understanding and authentic support that peer feedback provided. These patterns informed the empirically grounded CARE framework: Care respect, Attainable goals, Relational recognition, and Emphasised problem identification. Each CARE dimension depends on qualities emerging from shared participation in learning communities that algorithmic systems struggle to replicate. Theoretically, CARE offers concrete dimensions for understanding feedback effectiveness beyond content coverage. Productive AI integration requires not simulating human touch but designing complementary systems that leverage the strengths of different feedback sources. The presence of human feedback providers does not guarantee the human touch, either. The CARE dimensions demand deliberate assessment design and invite further exploration.

This study examines how structured peer feedback and guided self-correction affect the essay writing proficiency of Pakistani ESL undergraduates. A quasi-experimental pretest-posttest design was employed with 90 sophomore students enrolled in a Functional English course at a private university in Karachi, Pakistan. Participants were divided into three intact groups of 30: a peer feedback group (Group A), a self-correction group (Group B), and a control group (Group C) using conventional unguided editing. Both experimental groups used guideline manuals, which included instructions for content, organization, vocabulary, grammar, and mechanical corrections. Students' essays were scored using the ESL Composition Profile by Jacobs et al. (1981). Post-intervention analysis indicated that both Group A (average = 81.06) and Group B (average = 80.83) outperformed the control group (average = 73.86), whereas there was no statistically significant difference between the two experimental groups (p = .985).

ABSTRACT This study examines how participation in a creative writing seminar shaped preservice teachers’ perceptions of writing, composition instruction (slohová výchova), and their anticipated classroom practice in the Czech educational context. International research suggests that teachers who experience creative writing as writers are better positioned to support students’ writing development; yet many future educators enter teacher education with low confidence rooted in predominantly rule-governed, product-focused school writing experiences. Drawing on and adapting Morgan’s (2010) work on preservice teachers as writers, a six-session seminar was implemented at the Faculty of Education, Palacký University (N = 68), and qualitative data from written reflections were analysed using constructivist grounded theory (Charmaz 2006). The findings indicate shifts in writing confidence and emerging writer identity, a re-conceptualisation of composition teaching as a process-oriented and student-centred practice, and concrete intentions to integrate transferable strategies (e.g. low-stakes timed writing, mind mapping, peer feedback, and reading contemporary children’s and YA literature as mentor texts). Alongside these positive shifts, responses also highlighted perceived constraints related to time, assessment, and institutional expectations. The study argues that experiential creative writing in teacher education can support future teachers in repositioning writing from compliance to exploration and in imagining more inclusive approaches to composition instruction.

Training for complexity: Fostering interdisciplinary thinking in One Health graduate education

While GenAI offers unprecedented efficiency in delivering feedback, its use often reinforces transmission-oriented models that position undergraduate students as passive recipients. This study investigated how combining GenAI feedback with dialogic peer feedback influenced undergraduate students’ academic writing performance and revision behaviours through a quasi-experimental design. The results revealed that the combination of GenAI feedback and dialogic peer feedback most effectively enhanced academic writing performance and produced more sustained improvement. In addition, the GenAI feedback combined with dialogic peer feedback generated a higher frequency of full and extra revisions, whereas reliance on GenAI feedback alone more often resulted in partial revisions or non-implementation. Semi-structured interviews revealed distinct responses across conditions: GenAI feedback alone provided initial structural guidance but imposed cognitive burden and limited interpretive support; in contrast, GenAI feedback combined with dialogic peer feedback created a shared interpretive space that enabled collaborative negotiation and supported undergraduate students’ transformation from passive recipients into agentic participants. These findings advocate for student-centered approaches to GenAI integration, demonstrating how collaborative dialogue transforms GenAI output from prescriptive information into meaningful learning resources.

This exploratory action research (EAR) study investigated the difficulties faced by class ten students in free writing in English and implemented interventions to enhance their writing skills. The EAR study was conducted to the class 10 students of Shree Jeevan Jyoti English Boarding School, Syangja. The study involved 23 students and used both quantitative and qualitative data through close-ended and open-ended questionnaires, classroom observations, reflective journals and analysis of students' writing samples. The exploration phase revealed that students lacked confidence, hesitated to write, relied on guidebooks and faced challenges in vocabulary, grammar and organization of ideas. Various interventions including brainstorming activities, vocabulary journals, model writing, regular free writing practice, and peer feedback were implemented over four weeks. Post-intervention findings indicated significant improvements in students' fluency, coherence, vocabulary use, confidence and originality in writing. The study shows that the effectiveness of EAR as a reflective, practice- based framework for addressing classroom writing issues in Nepalese EFL contexts.

Research on peer feedback typically focuses on the learning gains from reviewing and receiving, while the cumulative, evolving nature of students’ meaning making remains underexplored. Drawing on the notion of productive feedback encounters as an analytical lens, this case-study traces in close detail how students generate self-feedback and improve their work through sequences of formal, elicited, and incidental feedback encounters during the peer-review phase of a collaborative writing assignment. A process-oriented analysis of rich qualitative data from 18 students—comprising stimulated-recall interviews, written drafts, as well as written and oral peer feedback exchanges—made visible how meaning making unfolded over time and was influenced by situational conditions. The findings indicate that much of the self-feedback originated at the reviewing stage and frequently functioned as a frame through which comments received from peers were later interpreted. Elicited and incidental feedback encounters, enabled by relational dynamics, helped students verify and refine their thinking, as well as develop preliminary insights into actionable revision steps.

ABSTRACT This study examined how three teaching styles from Mosston’s Spectrum, command (Style A), reciprocal (Style C), and self-check (Style D), influence university students’ motivation, enjoyment, and perceived applicability when learning pelvic floor proprioception in Physical Education (PE). Sixty-three Sports Sciences students participated in a three-week quasi-experimental intervention applying the three styles in consecutive sessions. After each, students completed a validated questionnaire assessing implementation, enjoyment, motivation, and teaching ability. The reciprocal style (C), which promotes peer interaction and feedback, consistently received the highest ratings across affective dimensions, fostering engagement and psychological safety. The command style (A) showed strong implementation but lower enjoyment, while the self-check style (D) offered autonomy yet limited interaction. No gender differences were found. Overall, findings emphasize the value of student-centered, interactive approaches in PE teacher education (PETE), with the reciprocal style particularly effective for teaching sensitive proprioceptive content such as pelvic floor awareness.

Effective anatomy education is essential for medical training. While traditional anatomy instruction provides essential foundational knowledge, its effectiveness depends on the instructional format, level of interaction, and availability of clinical integration, especially in resource-limited settings. Building on a prior study that achieved 86.5% clinical proficiency, this research evaluates an enhanced 3D visualization platform designed to improve anatomical understanding, clinical reasoning, and interdisciplinary collaboration through immersive, museum-based learning. The study is a mixed-method study that uses 120 undergraduate medical students (60 Target Group, 60 Control Group) at King Khalid University in a 15-week semester aiming to investigate the usage of a deep learning pipeline and a more novel approach to teaching anatomy based on an enhanced platform of 3D visualization. The Target Group interacts with a web-based application (written in WebGL and Three.js) with an integrated deep learning pipeline comprising of the PointNeXt backbone and AnatoVision Block (AVB) to perform automated annotation of anatomical structures, including brain and heart regions, with high-confidence identification of regions. The platform has a variety of components that simplify the teaching of anatomy, and this pipeline supports these components, namely, the Clinical Case Simulator (CCS) to learn about interactive clinical scenarios (i.e., fracture diagnosis and surgery childhood) and the Adaptive Learning Optimizer (ALO) to learn about creating structured learning paths based on individual requirements of students and guided tours involving a visit to a museum to better understand the real-life contexts of the anatomical structures. The Control Group uses the traditional teaching methods of teaching anatomy and does not have access to the deep learning enhanced platform. The timetable of the study consists of an orientation during Week 1 to familiarize with the deep learning features of the platform, exploration during Weeks 2-13 to learn about interactive modules and 3D models, a post-assessment in Week 14 to assess the knowledge of the anatomy, and a final assessment in Week 15. The pre- and post-intervention questionnaires are used to evaluate the effectiveness of the teaching model; the teaching model will assess the anatomical knowledge, engagement and clinical reasoning skills with specific questions on diagnostic and surgical skills, and the qualitative feedback through interviews to determine the contribution of the deep learning pipeline to the learning experience. Target Group showed great improvements with the highest accuracy of 91.7% in clinical reasoning tasks (Table3) compared to the Control Group of 67.5% (Table6, p = 0.001) and the post-intervention Clinical Relevance score of 4.42 ± 0.65 (Table2). The collaboration scores were 4.28 ± 0.64 (Table4), and 85% of students reported an improvement in the interactions with peers (Table5). There was a high level of engagement as the 95% of students reported enhanced engagement due to guided tours (Table5) indicated in a 150 per cent improvement in Interaction Frequency (12 to 30, Fig.7). The user reported ease of use (Table5) 81.7 out of 21.7 had technical challenges (Previous work). The improved 3D visualization platform is a massive improvement to medical education as it enhances aspects such as clinical preparedness, diagnosis quality, and collaboration but is scalable to the resource-constrained environment because of its web-based concept. The combination of the Clinical Case Simulator, Adaptive Learning Optimizer, and Peer Feedback Analyzer and museum-based learning combines theory in anatomy and practical application in practice. Technical barriers in future studies should be discussed, and longitudinal tests should be taken to provide a lasting clinical skill maintenance.