Formative assessments (FA), which can occur in or out of class, are a way for students to demonstrate their understanding of the material, to see progress, and to receive feedback from instructors related to their learning process. Examples of in-class FAs include clicker questions with peer discussion, while homework assignments are an example of…

Background: Interest in the potential of learning from errors to benefit innovation and organizational and personal growth is currently increasing. In practice, individuals frequently do not appear to learn spontaneously from errors and setbacks without support. Based on prior work, this paper considers antecedents and consequences of adaptive…

Feedback is identified in the works of researchers as an essential element for improving the learning process of students. Research shows that lecturer's feedback creates value when it provides not only appraisal information but also links to further learning. This type of feedback affects the learner's information behaviour, i.e., encourages…

Many students struggle with making sense of feedback information and in applying and transferring it to new contexts. Research literature suggests that low-performing students are especially at risk because they often do not understand assessment criteria and cannot utilise information they receive. This paper addresses this problem through…

Proofs as epistemic tools are central to mathematical practice, as they establish and provide explanations for the validity of mathematical statements. Considering the challenge that proof construction poses to learners of all ages, prior research has investigated its cognitive determinants, but the impact of affective-motivational experiences on…

Background: Feedback is central to formative assessments but aligns with a one-way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in ongoing conversations can encourage student…

Traditionally, feedback is regarded as crucial in the context of learning and teaching public speaking. In the current course, we analyzed the feedback provided to students by an artificial intelligence (AI) coach and students' learning experiences in developing public-speaking skills via this tool. The MySpeaker Rhetorich speech coach application…

The current study was conducted to examine undergraduate psychology students' feedback processes associated with developing a research proposal paper. Previous research has investigated how feedback can be effective for student learning, but it has been limited by not considering the effectiveness of multiple, smaller assessments and the frequent…

Advances in brain imaging have led to a paradigm shift in neuroscience research, moving from focusing on individual brain structures to investigating neural networks and connections. However, neuroanatomy education still tends to concentrate on discrete brain regions. Two separate experiments in undergraduate neuroscience courses investigated…

Experiencing failure is an important part of the learning process, but undergraduate students often hold a negative perception of failure that may contribute to fear of failure and risk avoidance. We investigated the influence of instructor feedback, discussions of failure in the classroom, and course-level and institutional structures on…

Purpose: This study aims to examine if a pedagogical agent's expressed anger, when framed as a feedback cue, can enhance mental effort and learning performance in a multimedia learning environment than expressed happiness. Design/methodology/approach: A between-subjects experiment was conducted in which learners engaged with a multimedia learning…

Addressing feedback-associated stress as a barrier to learning is increasingly relevant to student success and well-being. Mindfulness practices support stress management for students during the academic feedback process. Even if students receive high-quality feedback, the receiving end of feedback can be stressful, perhaps raising feelings of…

Background: With the arrival of generative artificial intelligence (genAI) tools, psychology educators are rethinking their assessment practices. Objective: This paper describes one approach to integrating genAI into an assessment designed to promote psychological literacy. Method: Students used ChatGPT to generate a media release about a…

AI advancements in higher education have reshaped marketing education, posing challenges for educators in integrating AI into curricula. This integration is essential for aligning with industry advancements and fostering responsible AI utilization among students. The purpose of this study is to provide insights into how marketing educators can…

Among the various systems taught in the preclinical phases, the nervous system is more challenging to learn than other systems. In this report, a novel teaching methodology, "real-life scenario (RLS) blended teaching," is described and its effectiveness in facilitating inquisitive learning in undergraduate medical students is evaluated.…