Research article | Open Access
International Journal of Contemporary Approaches in Education 2025, Vol. 4(2) 81-100
Human Vs AI-Supported Feedback: Effects On Academic Achievement, Self-Regulation, and Feedback Literacy*
pp. 81 - 100 | DOI: https://doi.org/10.29329/ijcae.2025.1406.1
Publish Date: December 31, 2025 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
This study aimed to compare the effects of teacher feedback (TF) and AI-supported feedback (AIF) on academic achievement, perceived self-regulation, and feedback literacy among 42 sixth-grade students in a private school in Istanbul, Türkiye. Forty-two students were assigned to either a TF group (n=21), which received written feedback from the teacher, or an AIF group (n=21), which received AI-generated feedback through a Python-based natural language processing platform integrated with Cognitive Diagnostic Modelling. Both groups completed weekly quizzes over a four-week intervention period, aligned with English curriculum learning objectives. A 2 (time: pre-test vs. post-test) × 2 (group: TF vs. AIF) mixed-design multivariate analysis of variance (Mixed MANOVA) revealed significant improvements in all measured outcomes from pre-test to post-test (p<.001), with no significant differences between the TF and AIF groups or their interaction. These findings suggest that formative feedback enhances student outcomes regardless of delivery mode. The study underscores the potential of “AI + Teacher” collaborative models in middle school education, supporting essential skills development while addressing resource constraints for individualized feedback.
Keywords: Academic Achievement, AI-Supported Feedback, Feedback Literacy, Formative Feedback, Self-Regulation
APA 7th edition
Demir, D., Altun, S., & Sayin, A. (2025). Human Vs AI-Supported Feedback: Effects On Academic Achievement, Self-Regulation, and Feedback Literacy*. International Journal of Contemporary Approaches in Education, 4(2), 81-100. https://doi.org/10.29329/ijcae.2025.1406.1
Harvard
Demir, D., Altun, S. and Sayin, A. (2025). Human Vs AI-Supported Feedback: Effects On Academic Achievement, Self-Regulation, and Feedback Literacy*. International Journal of Contemporary Approaches in Education, 4(2), pp. 81-100.
Chicago 16th edition
Demir, Dincer, Sertel Altun and Ayfer Sayin (2025). "Human Vs AI-Supported Feedback: Effects On Academic Achievement, Self-Regulation, and Feedback Literacy*". International Journal of Contemporary Approaches in Education 4 (2):81-100. https://doi.org/10.29329/ijcae.2025.1406.1
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