SlideItRight: Using AI to Find Relevant Slides and Provide Feedback for Open-Ended Questions
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arXiv
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| Autores principales: | , , , , |
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| Formato: | Preprint |
| Publicado: |
2025
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| _version_ | 1866911188338606080 |
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| author | Zhao, Chloe Qianhui Cao, Jie Chen, Eason Koedinger, Kenneth R. Lin, Jionghao |
| author_facet | Zhao, Chloe Qianhui Cao, Jie Chen, Eason Koedinger, Kenneth R. Lin, Jionghao |
| contents | Feedback is important in supporting student learning. While various automated feedback systems have been implemented to make the feedback scalable, many existing solutions only focus on generating text-based feedback. As is indicated in the multimedia learning principle, learning with more modalities could help utilize more separate channels, reduce the cognitive load and facilitate students' learning. Hence, it is important to explore the potential of Artificial Intelligence (AI) in feedback generation from and to different modalities. Our study leverages Large Language Models (LLMs) for textual feedback with the supplementary guidance from other modality - relevant lecture slide retrieved from the slides hub. Through an online crowdsourcing study (N=91), this study investigates learning gains and student perceptions using a 2x2 design (i.e., human feedback vs. AI feedback and with vs. without relevant slide), evaluating the clarity, engagement, perceived effectiveness, and reliability) of AI-facilitated multimodal feedback. We observed significant pre-to-post learning gains across all conditions. However, the differences in these gains were not statistically significant between conditions. The post-survey revealed that students found the slide feedback helpful in their learning process, though they reported difficulty in understanding it. Regarding the AI-generated open-ended feedback, students considered it personalized and relevant to their responses, but they expressed lower trust in the AI feedback compared to human-generated feedback. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2505_04584 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | SlideItRight: Using AI to Find Relevant Slides and Provide Feedback for Open-Ended Questions Zhao, Chloe Qianhui Cao, Jie Chen, Eason Koedinger, Kenneth R. Lin, Jionghao Human-Computer Interaction Feedback is important in supporting student learning. While various automated feedback systems have been implemented to make the feedback scalable, many existing solutions only focus on generating text-based feedback. As is indicated in the multimedia learning principle, learning with more modalities could help utilize more separate channels, reduce the cognitive load and facilitate students' learning. Hence, it is important to explore the potential of Artificial Intelligence (AI) in feedback generation from and to different modalities. Our study leverages Large Language Models (LLMs) for textual feedback with the supplementary guidance from other modality - relevant lecture slide retrieved from the slides hub. Through an online crowdsourcing study (N=91), this study investigates learning gains and student perceptions using a 2x2 design (i.e., human feedback vs. AI feedback and with vs. without relevant slide), evaluating the clarity, engagement, perceived effectiveness, and reliability) of AI-facilitated multimodal feedback. We observed significant pre-to-post learning gains across all conditions. However, the differences in these gains were not statistically significant between conditions. The post-survey revealed that students found the slide feedback helpful in their learning process, though they reported difficulty in understanding it. Regarding the AI-generated open-ended feedback, students considered it personalized and relevant to their responses, but they expressed lower trust in the AI feedback compared to human-generated feedback. |
| title | SlideItRight: Using AI to Find Relevant Slides and Provide Feedback for Open-Ended Questions |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2505.04584 |