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] |
| Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186780448 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 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. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zheng%2C+Lanqin%22">Zheng, Lanqin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bnuzhenglq@bnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Shi%2C+Zhe%22">Shi, Zhe</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> 202321010189@mail.bnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Fu%2C+Zhixiong%22">Fu, Zhixiong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> 202322010214@mail.bnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Liu%2C+Shuqi%22">Liu, Shuqi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> 202322010225@mail.bnu.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Aug2025, Vol. 34 Issue 4, p737-756. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+techniques%22">Psychological techniques</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186780448 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-025-10204-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 737 Subjects: – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Digital learning Type: general – SubjectFull: Education research Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Psychological techniques Type: general Titles: – TitleFull: 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. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zheng, Lanqin – PersonEntity: Name: NameFull: Shi, Zhe – PersonEntity: Name: NameFull: Fu, Zhixiong – PersonEntity: Name: NameFull: Liu, Shuqi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 34 – Type: issue Value: 4 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
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