The Impacts of Intelligent Feedback on Learning Achievements and Learning Perceptions in Inquiry-Based Science Learning: A Meta-Analysis of Studies from 2013 to 2023.
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| Title: | The Impacts of Intelligent Feedback on Learning Achievements and Learning Perceptions in Inquiry-Based Science Learning: A Meta-Analysis of Studies from 2013 to 2023. |
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| Authors: | Zheng, Lanqin1 (AUTHOR) bnuzhenglq@bnu.edu.cn, Shi, Zhe1 (AUTHOR) 202321010189@mail.bnu.edu.cn, Fu, Zhixiong1 (AUTHOR) 202322010214@mail.bnu.edu.cn, Liu, Shuqi1 (AUTHOR) 202322010225@mail.bnu.edu.cn |
| Source: | Journal of Science Education & Technology. Aug2025, Vol. 34 Issue 4, p737-756. 20p. |
| Subject Terms: | *Inquiry-based learning, *Educational outcomes, *Digital learning, *Education research, *Psychology of students, Psychological techniques |
| Abstract: | In recent years, in the era of digital intelligence, intelligent feedback has received increasing attention. However, few studies have explored the impacts of intelligent feedback on learning achievements and learning perceptions in inquiry-based science learning. To address these research gaps, this study examined the overall impacts of intelligent feedback on learning achievements and learning perceptions on the basis of a meta-analysis of studies conducted from 2013 to 2023. In total, 42 articles featuring 4554 participants were included in and analyzed as part of this study. The results revealed that intelligent feedback had moderate impacts on learning achievements and learning perceptions. In addition, sample level, feedback technique, feedback timing, and control over feedback significantly moderated the effects of intelligent feedback in this context, as revealed by an analysis of 14 moderators. The findings of this research, alongside its practical and theoretical implications, are discussed in depth. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In recent years, in the era of digital intelligence, intelligent feedback has received increasing attention. However, few studies have explored the impacts of intelligent feedback on learning achievements and learning perceptions in inquiry-based science learning. To address these research gaps, this study examined the overall impacts of intelligent feedback on learning achievements and learning perceptions on the basis of a meta-analysis of studies conducted from 2013 to 2023. In total, 42 articles featuring 4554 participants were included in and analyzed as part of this study. The results revealed that intelligent feedback had moderate impacts on learning achievements and learning perceptions. In addition, sample level, feedback technique, feedback timing, and control over feedback significantly moderated the effects of intelligent feedback in this context, as revealed by an analysis of 14 moderators. The findings of this research, alongside its practical and theoretical implications, are discussed in depth. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10590145 |
| DOI: | 10.1007/s10956-025-10204-5 |
