Research graph
References from Perceived usefulness and intention to use large language model-generated feedback across three educational levels: a user-centred study in programming. Local targets link to admitted publications; unresolved targets remain external evidence.
Integrating LLMs for grading and appeal resolution in computer science education
10.48550/arxiv.2504.13557 · 2025 · External reference
Recommended effect size statistics for repeated measures designs
10.3758/bf03192707 · 2005 · External reference
Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process
10.1186/s41239-023-00427-0 · 2023 · External reference
Assessment and classroom learning
10.1080/0969595980050102 · 1998 · External reference
Rethinking models of feedback for learning: the challenge of design
10.1080/02602938.2012.691462 · 2013 · External reference
A simple test for heteroscedasticity and random coefficient variation
10.2307/1911963 · 1979 · External reference
Implementing summative assessment with a formative flavour: a case study in a large class
10.1080/02602938.2017.1343455 · 2018 · External reference
The development of student feedback literacy: enabling uptake of feedback
10.1080/02602938.2018.1463354 · 2018 · External reference
Coefficient alpha and the internal structure of tests
10.1007/bf02310555 · 1951 · External reference
Methods for the detection of carelessly invalid responses in survey data
10.1016/j.jesp.2015.07.006 · 2016 · External reference
Can large language models provide feedback to students? A case study on ChatGPT
2023 · External reference
Perceived usefulness, perceived ease of use, and user acceptance of information technology
10.2307/249008 · 1989 · External reference
What makes for effective feedback: staff and student perspectives
10.1080/02602938.2018.1467877 · 2019 · External reference
Multiple comparisons using rank sums
10.1080/00401706.1964.10490181 · 1964 · External reference
10.1201/9780429246593
10.1201/9780429246593 · 1994 · External reference
Assessing student perceptions and use of instructor versus AI-generated feedback
10.1111/bjet.13558 · 2025 · External reference
AI-generated feedback on writing: insights into efficacy and ENL student preference
10.1186/s41239-023-00425-2 · 2023 · External reference
Making sense of assessment feedback in higher education
10.3102/0034654312474350 · 2013 · External reference
Pairwise multiple comparison procedures with unequal n’s and/or variances: a Monte Carlo study
10.3102/10769986001002113 · 1976 · External reference
On methods in the analysis of profile data
10.1007/bf02289823 · 1959 · External reference
The power of feedback
10.3102/003465430298487 · 2007 · External reference
The challenges of feedback in higher education
10.1080/02602938.2019.1599815 · 2019 · External reference
Can LLMs grade open response reading comprehension questions? An empirical study using the ROARs dataset
10.1007/s40593-024-00431-z · 2025 · External reference
A simple sequentially rejective multiple test procedure
10.2307/4615733 · 1979 · External reference
Using large language models for automated grading of student writing about science
10.1007/s40593-024-00453-7 · 2025 · External reference
A heuristic method for estimating the relative weight of predictor variables in multiple regression
10.1207/s15327906mbr3501_1 · 2000 · External reference
The use of scoring rubrics: reliability, validity and educational consequences
10.1016/j.edurev.2007.05.002 · 2007 · External reference
The simple difference formula: an approach to teaching nonparametric correlation
10.2466/11.it.3.1 · 2014 · External reference
Development of a measure of receptivity to instructional feedback and examination of its links to personality
10.1016/j.paid.2020.110086 · 2021 · External reference
Identifying careless responses in survey data
10.1037/a0028085 · 2012 · External reference
Evaluating LLMs for automated scoring in formative assessments
10.3390/app15052787 · 2025 · External reference
Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions
10.1016/j.caeai.2023.100199 · 2024 · External reference
Exploring the potential of using an AI language model for automated essay scoring
10.1016/j.rmal.2023.100050 · 2023 · External reference
Developing a learning-centred framework for feedback literacy
10.1080/02602938.2019.1667955 · 2020 · External reference
Formative assessment and feedback for learning in higher education: a systematic review
10.1002/rev3.3292 · 2021 · External reference
Formative assessment and self-regulated learning: a model and seven principles of good feedback practice
10.1080/03075070600572090 · 2006 · External reference
A caution regarding rules of thumb for variance inflation factors
10.1007/s11135-006-9018-6 · 2007 · External reference
Generalized eta and Omega squared statistics: measures of effect size for some common research designs
10.1037/1082-989x.8.4.434 · 2003 · External reference
Large language models and automated essay scoring of English language learner writing: insights into validity and reliability
10.1016/j.caeai.2024.100234 · 2024 · External reference
A review of feedback models and typologies: towards an integrative model of feedback elements
10.1016/j.edurev.2021.100416 · 2022 · External reference
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
10.1080/02602938.2016.1142500 · 2017 · External reference
Feedback: all that effort, but what is the effect?
10.1080/02602930903541007 · 2010 · External reference
A review of rubric use in higher education
10.1080/02602930902862859 · 2010 · External reference
“Your argumentation is good”, says the AI vs humans—the role of feedback providers and personalised language for feedback effectiveness
10.1016/j.caeai.2023.100189 · 2023 · External reference
Intrinsic and extrinsic motivations: classic definitions and new directions
10.1006/ceps.1999.1020 · 2000 · External reference
Formative assessment and the design of instructional systems
10.1007/bf00117714 · 1989 · External reference
A systematic review of AI-based automated written feedback research
10.1017/s0958344023000265 · 2024 · External reference
Focus on formative feedback
10.3102/0034654307313795 · 2008 · External reference
LLM generative AI and students’ exam code evaluation: qualitative and quantitative analysis
2024 · External reference
Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students
10.3389/fpsyg.2023.1260843 · 2023 · External reference
Comparing scoring consistency of large language models with faculty for formative assessments in medical education
10.1007/s11606-024-09050-9 · 2025 · External reference
Comparing the quality of human and ChatGPT feedback of students’ writing
10.1016/j.learninstruc.2024.101894 · 2024 · External reference
Cognitive architecture and instructional design: 20 years later
10.1007/s10648-019-09465-5 · 2019 · External reference
User acceptance of information technology: toward a unified view
10.2307/30036540 · 2003 · External reference
On the comparison of several mean values: an alternative approach
10.1093/biomet/38.3-4.330 · 1951 · External reference
Supporting Learners’ agentic engagement with feedback: a systematic review and a taxonomy of recipience processes
10.1080/00461520.2016.1207538 · 2017 · External reference
The power of feedback revisited: a meta-analysis of educational feedback research
10.3389/fpsyg.2019.03087 · 2020 · External reference
Developing and validating a student feedback literacy scale
10.1080/02602938.2021.2001430 · 2022 · External reference
Students’ perceptions and preferences of generative artificial intelligence feedback for programming
2024 · External reference
Formative assessment and feedback for learning in higher education: a systematic review
10.1002/rev3.3292 · ExternalCitation · doi-reference
Intrinsic and extrinsic motivations: classic definitions and new directions
10.1006/ceps.1999.1020 · ExternalCitation · doi-reference
Formative assessment and the design of instructional systems
10.1007/bf00117714 · ExternalCitation · doi-reference
On methods in the analysis of profile data
10.1007/bf02289823 · ExternalCitation · doi-reference
Coefficient alpha and the internal structure of tests
10.1007/bf02310555 · ExternalCitation · doi-reference
Cognitive architecture and instructional design: 20 years later
10.1007/s10648-019-09465-5 · ExternalCitation · doi-reference
A caution regarding rules of thumb for variance inflation factors
10.1007/s11135-006-9018-6 · ExternalCitation · doi-reference
Comparing scoring consistency of large language models with faculty for formative assessments in medical education
10.1007/s11606-024-09050-9 · ExternalCitation · doi-reference
Can LLMs grade open response reading comprehension questions? An empirical study using the ROARs dataset
10.1007/s40593-024-00431-z · ExternalCitation · doi-reference
Using large language models for automated grading of student writing about science
10.1007/s40593-024-00453-7 · ExternalCitation · doi-reference
“Your argumentation is good”, says the AI vs humans—the role of feedback providers and personalised language for feedback effectiveness
10.1016/j.caeai.2023.100189 · ExternalCitation · doi-reference
Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions
10.1016/j.caeai.2023.100199 · ExternalCitation · doi-reference
Large language models and automated essay scoring of English language learner writing: insights into validity and reliability
10.1016/j.caeai.2024.100234 · ExternalCitation · doi-reference
The use of scoring rubrics: reliability, validity and educational consequences
10.1016/j.edurev.2007.05.002 · ExternalCitation · doi-reference
A review of feedback models and typologies: towards an integrative model of feedback elements
10.1016/j.edurev.2021.100416 · ExternalCitation · doi-reference
Methods for the detection of carelessly invalid responses in survey data
10.1016/j.jesp.2015.07.006 · ExternalCitation · doi-reference
Comparing the quality of human and ChatGPT feedback of students’ writing
10.1016/j.learninstruc.2024.101894 · ExternalCitation · doi-reference
Development of a measure of receptivity to instructional feedback and examination of its links to personality
10.1016/j.paid.2020.110086 · ExternalCitation · doi-reference
Exploring the potential of using an AI language model for automated essay scoring
10.1016/j.rmal.2023.100050 · ExternalCitation · doi-reference
A systematic review of AI-based automated written feedback research
10.1017/s0958344023000265 · ExternalCitation · doi-reference
Generalized eta and Omega squared statistics: measures of effect size for some common research designs
10.1037/1082-989x.8.4.434 · ExternalCitation · doi-reference
Identifying careless responses in survey data
10.1037/a0028085 · ExternalCitation · doi-reference
Multiple comparisons using rank sums
10.1080/00401706.1964.10490181 · ExternalCitation · doi-reference
Supporting Learners’ agentic engagement with feedback: a systematic review and a taxonomy of recipience processes
10.1080/00461520.2016.1207538 · ExternalCitation · doi-reference
A review of rubric use in higher education
10.1080/02602930902862859 · ExternalCitation · doi-reference
Feedback: all that effort, but what is the effect?
10.1080/02602930903541007 · ExternalCitation · doi-reference
Rethinking models of feedback for learning: the challenge of design
10.1080/02602938.2012.691462 · ExternalCitation · doi-reference
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
10.1080/02602938.2016.1142500 · ExternalCitation · doi-reference
Implementing summative assessment with a formative flavour: a case study in a large class
10.1080/02602938.2017.1343455 · ExternalCitation · doi-reference
The development of student feedback literacy: enabling uptake of feedback
10.1080/02602938.2018.1463354 · ExternalCitation · doi-reference
What makes for effective feedback: staff and student perspectives
10.1080/02602938.2018.1467877 · ExternalCitation · doi-reference
The challenges of feedback in higher education
10.1080/02602938.2019.1599815 · ExternalCitation · doi-reference
Developing a learning-centred framework for feedback literacy
10.1080/02602938.2019.1667955 · ExternalCitation · doi-reference
Developing and validating a student feedback literacy scale
10.1080/02602938.2021.2001430 · ExternalCitation · doi-reference
Formative assessment and self-regulated learning: a model and seven principles of good feedback practice
10.1080/03075070600572090 · ExternalCitation · doi-reference
Assessment and classroom learning
10.1080/0969595980050102 · ExternalCitation · doi-reference
On the comparison of several mean values: an alternative approach
10.1093/biomet/38.3-4.330 · ExternalCitation · doi-reference
Assessing student perceptions and use of instructor versus AI-generated feedback
10.1111/bjet.13558 · ExternalCitation · doi-reference
AI-generated feedback on writing: insights into efficacy and ENL student preference
10.1186/s41239-023-00425-2 · ExternalCitation · doi-reference
Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process
10.1186/s41239-023-00427-0 · ExternalCitation · doi-reference
10.1201/9780429246593
10.1201/9780429246593 · ExternalCitation · doi-reference
A heuristic method for estimating the relative weight of predictor variables in multiple regression
10.1207/s15327906mbr3501_1 · ExternalCitation · doi-reference
A simple test for heteroscedasticity and random coefficient variation
10.2307/1911963 · ExternalCitation · doi-reference
Perceived usefulness, perceived ease of use, and user acceptance of information technology
10.2307/249008 · ExternalCitation · doi-reference
User acceptance of information technology: toward a unified view
10.2307/30036540 · ExternalCitation · doi-reference
A simple sequentially rejective multiple test procedure
10.2307/4615733 · ExternalCitation · doi-reference
The simple difference formula: an approach to teaching nonparametric correlation
10.2466/11.it.3.1 · ExternalCitation · doi-reference
The power of feedback
10.3102/003465430298487 · ExternalCitation · doi-reference
Focus on formative feedback
10.3102/0034654307313795 · ExternalCitation · doi-reference
Making sense of assessment feedback in higher education
10.3102/0034654312474350 · ExternalCitation · doi-reference
Pairwise multiple comparison procedures with unequal n’s and/or variances: a Monte Carlo study
10.3102/10769986001002113 · ExternalCitation · doi-reference
The power of feedback revisited: a meta-analysis of educational feedback research
10.3389/fpsyg.2019.03087 · ExternalCitation · doi-reference
Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students
10.3389/fpsyg.2023.1260843 · ExternalCitation · doi-reference
Evaluating LLMs for automated scoring in formative assessments
10.3390/app15052787 · ExternalCitation · doi-reference
Recommended effect size statistics for repeated measures designs
10.3758/bf03192707 · ExternalCitation · doi-reference
Integrating LLMs for grading and appeal resolution in computer science education
10.48550/arxiv.2504.13557 · ExternalCitation · doi-reference
