learning transfer

Reflective chatbot feedback improved immediate transfer, while encouragement mainly supported retention

Jiaqi Yin, Haoxin Xu, Yafeng Pan, Yi Hu

npj Science of Learning

A randomized laboratory study analyzed 87 university students learning cardiovascular concepts through a chatbot. Reflective prompts improved immediate transfer and confidence–accuracy alignment compared with neutral prompts, while both reflective and encouraging feedback supported retention. Brain recordings revealed different activity patterns across conditions. These results concern a structured lesson and immediate tests; brain activation is not a direct measure of understanding, and the study does not establish long-term classroom effectiveness.