Tired of Failing Students? Improving Student Learning Using Detailed and Automated Individualized Feedback in a Large Introductory Science Course

Learning Performance Prediction-Based Personalized Feedback in Online Learning via Machine Learning

“…This finding is also in agreement with the work of Tsai et al [68], where immediate and elaborated feedback was found to be helpful during knowledge acquisition and for ability development. However, the results contradict the findings of H. Wang and Lehman [48], who showed that personalized feedback promoted students' motivation and satisfaction, but that the effects of it on learning outcomes were not significant. According to self-determination theory, the satisfaction of the three fundamental psychological needs (autonomy, competence, and relatedness) drives individuals to act [69,70].…”

“…With the increasing educational needs of online learners and the advancement of information technology over the last few decades, personalized/individualized feedback is gaining growing research attention [46][47][48]. Previous research has investigated the effects of individualized feedback based on students' weekly homework assignments.…”

New Alternatives to Academic Delivery: Implementation of Analytical Chemistry Quality Assessment Exercises in an e-Learning Environment

“…In other words, the extra time gained by using these technologies to transmit information should be used in a learning task that allows students to build their own knowledge. , To this end, procedures to provide feedback on the students’ progress are needed. The advantages of automatic assessment and feedback provision to the students include, among other things, increased confidence and, to a certain extent, increased motivation, as described in the literature. , …”

Students’ Strategies, Struggles, and Successes with Mechanism Problem Solving in Organic Chemistry: A Scoping Review of the Research Literature

“…These studies emphasize that the structure of the prompt influences how well it elicits students’ responses, − aligning with studies of more traditional problem types that demonstrate how the information given to students and the framing of a problem influence the elicited reasoning. ,,, For example, in one study, first asking students to “describe in full detail what you think is happening on the molecular level” followed by asking to “explain why this reaction occurs” best elicited students’ descriptions and explanations . Further studies using constructed response items demonstrate how lexical analysis and machine learning techniques can be used to automatically analyze students’ short, written responses at scale. − These studies have been followed by research demonstrating how automated analysis of students’ responses can be employed to provide students with tutorials and adaptive interventions to support their learning; , similar research demonstrates how automated, individualized, formative feedback on multiple choice questions can similarly support students’ learning . Related approaches to constructed response items are the science writing heuristic (SWH) and writing-to-learn (WTL), which are distinct writing-focused pedagogies that have been studied in the context of writing laboratory reports and eliciting students’ descriptions and explanations of acid–base concepts, resonance, and reaction mechanisms. ,− These writing assignments involve longer student responses than constructed-response items and often include additional structures to promote opportunities for learning, such as guiding questions and reflections or peer review and revision.…”

“…111−113 These studies have been followed by research demonstrating how automated analysis of students' responses can be employed to provide students with tutorials and adaptive interventions to support their learning; 114,115 similar research demonstrates how automated, individualized, formative feedback on multiple choice questions can similarly support students' learning. 116 Related approaches to constructed response items are the science writing heuristic (SWH) and writing-to-learn (WTL), which are distinct writing-focused pedagogies that have been studied in the context of writing laboratory reports and eliciting students' descriptions and explanations of acid−base concepts, resonance, and reaction mechanisms. 52,117−119 These writing assignments involve longer student responses than constructed-response items and often include additional structures to promote opportunities for learning, such as guiding questions and reflections or peer review and revision.…”