会议论文2025
会议论文 192How Adding Metacognitive Requirements in Support of AI Feedback in Practice Exams Transforms Student Learning Behaviors
Mak Ahmad, Prerna Ravi, David Karger, Marc Facciotti
Proceedings of the Twelfth ACM Conference on Learning @ Scale
A large biology course tested several forms of practice-exam feedback, including GPT-4o explanations and textbook links. No significant overall difference emerged in subsequent exam performance between feedback conditions. Students nevertheless described useful changes in how they reasoned, judged confidence, and studied. Because every condition required an explanation and confidence judgment, the trial cannot isolate those requirements as the cause of learning gains. It offers a careful distinction between reported study changes and measured achievement.
Learning at ScaleBiology EducationMetacognition
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