New Directions in Formative Feedback in Interactive Learning Environments
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New Directions in Formative Feedback in Interactive Learning Environments Ilya Goldin 1 & Susanne Narciss 2 & Peter Foltz 3 & Malcolm Bauer 4
# International Artificial Intelligence in Education Society 2017
Abstract Formative feedback is well known as a key factor in influencing learning. Modern interactive learning environments provide a broad range of ways to provide feedback to students as well as new tools to understand feedback and its relation to various learning outcomes. This issue focuses on the role of formative feedback through a lens of how technologies both support student learning and enhance our understanding of the mechanisms of feedback. The papers in the issue span a variety of feedback strategies, instructional domains, AI techniques, and educational use cases in order to improve and understand formative feedback in interactive learning environments. The issue encompasses three primary themes critical to understanding formative feedback: 1) the role of human information processing and individual learner characteristics for feedback efficiency, 2) how to deliver meaningful feedback to learners in domains of study where student work is difficult to assess, and 3) how human feedback sources (e.g., peer students) can be supported by user interfaces and technologygenerated feedback. Keywords Formative feedback . Formative assessment . Individual differences . Ill-defined domains . Peer feedback Practitioners and researchers have long recognized the importance of formative feedback for learning. Formative feedback can be considered any kind of information
* Ilya Goldin [email protected]
1
2U, Inc., Landover, MD, USA
2
Technische Universität Dresden, Dresden, Germany
3
Pearson, Boulder, CO, USA
4
Educational Testing Service, Princeton, NJ, USA
Int J Artif Intell Educ
provided to students about their actual state of learning or performance in order to modify the learner’s thinking or behavior in the direction of the learning standards (e.g., Narciss 2008, 2012; Shute 2008). Formative feedback helps students understand where they are in a learning process, what the goals are, and how to reach the goals. Experimental and observational research have examined many aspects of feedback, showing that it is one of the strongest factors in influencing learning (e.g., Hattie and Timperley 2007; Hattie and Gan 2011), with the overall premise that appropriate feedback, directed in a timely fashion can improve learning outcomes. While feedback was traditionally conceived as information provided through humans, such as instructors or peers, information technology allows a broad range of types of feedback and strategies to be provided in digital learning environments. Beyond giving feedback, modern interactive learning environments further provide new tools to understand feedback and its relation to various learning outcomes. Specifically, as learners use tutoring systems, educational games, simulations, and other interactive learning environments, these systems store extensive data that record the learner’
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