How AI‐Generated Feedback Hinders or Helps Learning: A Heterogeneous TNA Study of Learning Dynamics.
Background: Despite growing integration of generative AI in educational settings, little is known about whether and to what extent AI‐generated real‐time feedback can support first‐grade students in solving multimodal mathematical tasks. Objectives: Our study aims to examine student–AI feedback dyna...
| Published in: | Journal of Computer Assisted Learning Vol. 42; no. 4; pp. 1 - 18 |
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| Main Authors: | , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Aug2026
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| Online Access: | View this record in EBSCOhost |