Measuring Teachers’ Civic Online Reasoning in a MOOC with Virtual Simulations and Automated Feedback Systems

The purpose of this research is to shed light on the effects of an automated feedback system to optimize cognitive-affective states and increase effectiveness of using remotely piloted aerial system team members training to conduct Close Air Support missions in a simulation training environment. Feedback manipulations in this study utilize attributes of engagement as an optimal cognitive-affective state in order to assess state and effectiveness differences. Understanding these effects could enable predictions of aspects that might be adapted to optimize future approaches in training teams in complex situations. If states of learners can be impacted via feedback experiences to an engagement like state and thereby benefit from increased learning and effectiveness, then training approaches utilizing feedback may advance in capability. Thus, designs of automated feedback systems in human-computer interfaces may help advance training of complex military tasks such as close air support with remotely piloted aerial systems through decreasing workload, increasing knowledge acquisition, and enabling better performance.

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A review of automated feedback systems for learners: Classification framework, challenges and opportunities

Computers & Education ◽

10.1016/j.compedu.2020.104094 ◽

2021 ◽

Vol 162 ◽

pp. 104094

Author(s):

Galina Deeva ◽

Daria Bogdanova ◽

Estefanía Serral ◽

Monique Snoeck ◽

Jochen De Weerdt

Keyword(s):

Feedback Systems ◽

Classification Framework ◽

Challenges And Opportunities ◽

Automated Feedback

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Using Automated Feedback to Improve Writing Quality

Handbook of Research on Technology Tools for Real-World Skill Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-9441-5.ch026 ◽

2016 ◽

pp. 679-704 ◽

Cited By ~ 3

Author(s):

Joshua Wilson ◽

Gilbert N. Andrada

Keyword(s):

Writing Skills ◽

The United States ◽

Research Literature ◽

Future Research ◽

Feedback Systems ◽

Writing Quality ◽

Post Secondary ◽

Automated Feedback ◽

K 12 ◽

Essay Evaluation

Writing skills are essential for success in K-12 and post-secondary settings. Yet, more than two-thirds of students in the United States fail to achieve grade-level proficiency in writing. The current chapter discusses the use of automated essay evaluation (AEE) software, specifically automated feedback systems, for scaffolding improvements in writing skills. The authors first present a discussion of the use of AEE systems, prevailing criticisms, and findings from the research literature. Then, results of a novel study of the effects of automated feedback are reported. The chapter concludes with a discussion of implications for stakeholders and directions for future research.

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Educators' perceptions of automated feedback systems

Australasian Journal of Educational Technology ◽

10.14742/ajet.1198 ◽

2008 ◽

Vol 24 (4) ◽

Cited By ~ 11

Author(s):

Justin C. W. Debuse ◽

Meredith Lawley ◽

Rania Shibl

Keyword(s):

Academic Staff ◽

Research Question ◽

Feedback System ◽

Feedback Systems ◽

Constructive Feedback ◽

Use Of Technology ◽

Quality Feedback ◽

Core Function ◽

Assessment Of Student Learning ◽

Automated Feedback

Assessment of student learning is a core function of educators. Ideally students should be provided with timely, constructive feedback to facilitate learning. However, provision of high quality feedback becomes more complex as class sizes increase, modes of study expand and academic workloads increase. ICT solutions are being developed to facilitate quality feedback, whilst not impacting adversely upon staff workloads. Hence the research question of this study is 'How do academic staff perceive the usefulness of an automated feedback system in terms of impact on workloads and quality of feedback?' This study used an automated feedback generator (AFG) across multiple tutors and assessment items within an MBA course delivered in a variety of modes. All academics marking in the course completed a survey based on an adaptation of the unified theory of acceptance and use of technology (UTAUT) model. Results indicated that while the workload impact was generally positive with savings in both cost and time, improvements and modifications to the system could further reduce workloads. Furthermore, results indicated that AFG improves quality in terms of timeliness, greater consistency between markers and an increase in the amount of feedback provided.

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The Impact of Using Automated Writing Feedback in ESL/EFL Classroom Contexts

English Language Teaching ◽

10.5539/elt.v14n12p189 ◽

2021 ◽

Vol 14 (12) ◽

pp. 189

Author(s):

Ameni Benali

Keyword(s):

Language Learning ◽

Feedback Systems ◽

Technology In The Classroom ◽

Writing Evaluation ◽

Constructive Feedback ◽

Automated Writing Evaluation ◽

Writing Feedback ◽

Automated Feedback ◽

Essay Quality ◽

The Impact

It is undeniable that attempts to develop automated feedback systems that support and enhance language learning and assessment have increased in the last few years. The growing demand for using technology in the classroom and the promotions provided by automated- written-feedback program developers and designers, drive many educational institutions to acquire and use these tools for educational purposes (Chen & Cheng, 2008). It remains debatable, however, whether students’ use of these tools leads to improvement in their essay quality or writing outcomes. In this paper I investigate the affordances and shortcomings of automated writing evaluation (AWE) on students’ writing in ESL/EFL contexts. My discussion shows that AWE can improve the quality of writing and learning outcomes if it is integrated with and supported by human feedback. I provide recommendations for further research into improving AWE tools to give more effective and constructive feedback.

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Assessing Students’ Knowledge about Learning and Forgetting Curves with a Free Production Technique: Measures and Implications for the Development of Learning Aids

Psychology Learning & Teaching ◽

10.1177/1475725718779684 ◽

2018 ◽

Vol 17 (3) ◽

pp. 308-322

Author(s):

Christine Blech ◽

Robert Gaschler

Keyword(s):

Online Teaching ◽

Optimal Solution ◽

Feedback Systems ◽

Individual Level ◽

Learning Aids ◽

Starting Point ◽

And Performance ◽

Automated Feedback ◽

The Individual ◽

Online Feedback

Learning and forgetting curves are not only integral issues for courses in introductory psychology, they are also of high practical relevance to students when it comes to the formation of realistic goals and expectations on learning outcomes. A paper-and-pencil-study investigated how well students of psychology ( N = 82) have internalized the concepts of learning and forgetting curves. We developed a vignette-based assessment technique: drawing a hypothetical learning or forgetting curve in an empty coordinate system with time on the x-axis and performance on the y-axis, the starting point and endpoint being fixed. In spite of the free production format answers were quantified in a way that would allow for automated feedback in online teaching tools. For instance, learning which decelerates over time implies a curve above the diagonal while decelerated forgetting implies a curve below the diagonal. Deviating from this optimal solution, about 60% of the drawn learning and forgetting curves were classified as being close to the diagonal axis. Analyses on the individual level also documented poor consistency of knowledge. Students drawing a deceleration in learning were not more likely to also draw a deceleration in forgetting. Implications for future learning aids, for example, online feedback systems are discussed.

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