Exploring a Metacognitive Scaffolding-Based GenAI-Assisted Peer Feedback Provision Approach to Enhance Feedback Engagement Among Nursing Students.
Background: Providing effective peer feedback is a challenge in nursing education. While Generative AI (GenAI) can assist, students often struggle with the task. Metacognitive scaffolding may help guide students through this complex process. Aim: This study aimed to evaluate the effects of a metacog...
| Publicado en: | Nursing Reports Vol. 16; no. 6; pp. 182 - 198 |
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| Autores principales: | , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
MDPI
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194909399&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194909399 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: Jun2026 vid: 16 iid: 6 pid: 97109 pub: MDPI artinfo: ui: 194909399 194909399 194909399 10.3390/nursrep16060182 194909399 ppf: 182 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Exploring a Metacognitive Scaffolding-Based GenAI-Assisted Peer Feedback Provision Approach to Enhance Feedback Engagement Among Nursing Students. aug: au: Wei, Shuling Wei, Wei affil: Faculty of Applied Sciences, Macao Polytechnic University, Room M505, Meng Tak Building, Rua de Luis Gonzaga Gomes, Macao 999078, China sug: subj: Students, Nursing Peer Group Feedback Methods Artificial Intelligence, Generative Utilization Cognition Student Attitudes Evaluation Outcomes of Education Evaluation Human Funding Source China Male Female Adult Clinical Trials Quasi-Experimental Studies Descriptive Statistics Mann-Whitney U Test Data Analysis Software Judgment Decision Making Goal-Setting Emotions Social Participation Adult: 19-44 years Male Female ab: Background: Providing effective peer feedback is a challenge in nursing education. While Generative AI (GenAI) can assist, students often struggle with the task. Metacognitive scaffolding may help guide students through this complex process. Aim: This study aimed to evaluate the effects of a metacognitive scaffolding-based GenAI-assisted peer feedback provision (MGPFP) approach on nursing students' feedback engagement and behavioral patterns. Methods: A quasi-experimental study was conducted with 71 nursing students. The experimental group (n = 35) used the MGPFP approach, while the control group (n = 36) used a standard GenAI-assisted approach without scaffolding. A Mann–Whitney U test was used to compare feedback engagement. Lag sequential analysis was used to examine feedback giving behavior patterns based on coded video data. Results: The experimental group reported significantly higher engagement than the control group across four dimensions: behavioral, cognitive, social, and emotional engagement. The experimental group generated 5219 coded behaviors, while the control group generated 1861. In the experimental group, common behaviors included referring external resources (19.58%), comparing and making judgements (17.80%), and recognizing the purpose (15.77%). Non-feedback behaviors were much higher in the control group (2.69%). Lag sequential analysis identified 17 significant sequences in the experimental group and 14 in the control group. Conclusions: Integrating metacognitive scaffolding into GenAI-assisted peer feedback can improve nursing students' engagement and promote more productive and structured feedback behaviors. This approach is a valuable strategy for enhancing the quality of peer feedback in nursing education. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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