Copertina

What makes tablet‐based learning effective? A study of the role of real‐time adaptive feedback

Fuente: Wiley Open Access

Salvato in:

Dettagli Bibliografici
Autori principali:	Tiphaine Colliot, Omar Krichen, Nathalie Girard, Éric Anquetil, Éric Jamet
Natura:	Artículo Open Access
Pubblicazione:	Wiley 2024
Soggetti:	British Journal of Educational Technology
Accesso online:	Acceder al recurso
Tags:	Aggiungi Tag Nessun Tag, puoi essere il primo ad aggiungerne!!

Documenti analoghi

Collaborative learning with tablets: Analysing students' meaning making of 3D body models in upper secondary education
di: Morgane Domanchin, et al.
Pubblicazione: (2025)

Design and validation of an electroencephalogram‐supported approach to tracking real‐time cognitive load variations for adaptive video‐based learning
di: Leisi Pei, et al.
Pubblicazione: (2024)

Quality counts? Examining the role of feedback provider and feedback quality on students' feedback perceptions
di: Theresa Ruwe, et al.
Pubblicazione: (2025)

Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning
di: Lixiang Yan, et al.
Pubblicazione: (2024)

A learning analytics‐based leaderboard feedback approach for promoting student cognitive engagement and learning performance in online collaborative learning
di: Shuang Yu, et al.
Pubblicazione: (2025)

Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video‐based online learning
di: Jinglei Yu, et al.
Pubblicazione: (2024)

What factors influence scientific concept learning? A study based on the fuzzy‐set qualitative comparative analysis
di: Jingjing Ma, et al.
Pubblicazione: (2024)

Prior knowledge interacts with the effects of pre‐questions and feedback types on learning from videos: Eye‐tracking and cognitive load evidence
di: Qian Huangfu, et al.
Pubblicazione: (2026)

Effects of AI ‐generated adaptive feedback on statistical skills and interest in statistics: A field experiment in higher education
di: Elisabeth Bauer, et al.
Pubblicazione: (2025)

Generative AI and multimodal data for educational feedback: Insights from embodied math learning
di: Giulia Cosentino, et al.
Pubblicazione: (2025)

Evidence‐based learning analytics: Reusing and reapplying successful methods and techniques in real learning settings
di: Cristian Cechinel, et al.
Pubblicazione: (2024)

Breaking human dominance: Investigating learners' preferences for learning feedback from generative AI and human tutors
di: Huixiao Le, et al.
Pubblicazione: (2025)

Investigating the impact of ChatGPT ‐assisted feedback on the dynamics and outcomes of online inquiry‐based discussion
di: Shen Ba, et al.
Pubblicazione: (2025)

Using AI ‐supported peer review to enhance feedback literacy: An investigation of students' revision of feedback on peers' essays
di: Kai Guo, et al.
Pubblicazione: (2024)

Enhancing self‐regulated learning and learning experience in generative AI environments: The critical role of metacognitive support
di: Xiaoqing Xu, et al.
Pubblicazione: (2025)

Secondary school students' learning persistence in human‐AI hybrid learning: The supplementary role of parental mediation
di: Kaige Ni, et al.
Pubblicazione: (2025)

Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques
di: Filip Moons, et al.
Pubblicazione: (2024)

Assessing implicit computational thinking in game‐based learning: A logical puzzle game study
di: Tongxi Liu
Pubblicazione: (2024)

Enhancing online learning outcomes through virtual companion AI : The role of identity anthropomorphism
di: Tiansheng Xia, et al.
Pubblicazione: (2026)

Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?
di: Katharina Teich, et al.
Pubblicazione: (2024)

Effect of an AI‐based chatbot on students' learning performance in alternate reality game‐based museum learning
di: Hsin‐Yi Liang, et al.
Pubblicazione: (2024)

What determines university instructors' continuance intentions for smart classroom use: Examining the role of service quality, connectedness and technostress
di: Aisha M. Alfoudari, et al.
Pubblicazione: (2025)

Uncovering the predictive effect of behaviours on self‐directed learning ability
di: Bowen Liu, et al.
Pubblicazione: (2024)

Applying social cognition to feedback chatbots: Enhancing trustworthiness through politeness
di: Benjamin Brummernhenrich, et al.
Pubblicazione: (2025)

Development of a generative AI ‐powered teachable agent for middle school mathematics learning: A design‐based research study
di: Wanli Xing, et al.
Pubblicazione: (2025)

Levelling up learning in higher education: Gamification of in‐video components to supercharge student learning and achievement in video‐based learning
di: Jeongwon Lee, et al.
Pubblicazione: (2025)

Comparing quality and engagement in face‐to‐face and online teacher professional development
di: Nina Mulaimović, et al.
Pubblicazione: (2024)

A shared lens around sensemaking in learning analytics: What activity theory, definition of a situation and affordances can offer
di: Oleksandra Poquet
Pubblicazione: (2024)

Design and implementation of an AI ‐enabled visual report tool as formative assessment to promote learning achievement and self‐regulated learning: An experimental study
di: Xiaofang Liao, et al.
Pubblicazione: (2024)

Meta‐analysis of the effect of 360‐degree videos on students' learning outcomes and non‐cognitive outcomes
di: Zhujun Jiang, et al.
Pubblicazione: (2024)

The more the better? How excessive content and online interaction hinder the learning effectiveness of high‐quality MOOCs
di: Zhenjiao Chen, et al.
Pubblicazione: (2024)

Empowering student self‐regulated learning and science education through ChatGPT : A pioneering pilot study
di: Davy Tsz Kit Ng, et al.
Pubblicazione: (2024)

Can Generative AI support the learning agency of students with disability? A case study of an Australian secondary school
di: Natasha Anne Rappa, et al.
Pubblicazione: (2026)

Agency in learning and self‐directed learning with generative AI
di: Natasha Anne Rappa, et al.
Pubblicazione: (2026)

Robot NAO integrated lesson vs. traditional lesson: Measuring learning outcomes on the topic of “societal change” and the mediating effect of students' attitudes
di: Violeta Rosanda, et al.
Pubblicazione: (2024)

Enhancing students' learning outcomes in self‐regulated virtual reality learning environment with learning aid mechanisms
di: Wei‐Sheng Wang, et al.
Pubblicazione: (2024)

Timing of information presentation matters: Effects on secondary school students' cognition, motivation and emotion in game‐based learning
di: Yuanyuan Hu, et al.
Pubblicazione: (2024)

Investigating the impact of AR technologies on geometric learning in primary school: A comparison between marker‐based and markerless AR
di: Hunhui Na, et al.
Pubblicazione: (2025)

Hybrid teaching intelligence: Lessons learned from an embodied mathematics learning experience
di: Giulia Cosentino, et al.
Pubblicazione: (2024)

Teacher support, academic engagement and learning anxiety in online foreign language learning
di: Xiaomeng Li, et al.
Pubblicazione: (2024)