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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 4; pp. 1 - 18 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2026
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| Acceso en línea: | Ver este registro en EBSCOhost |