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The Interplay of Automated Formative Feedback and Instructional Prompts in Developing Summarising Skills

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Title: The Interplay of Automated Formative Feedback and Instructional Prompts in Developing Summarising Skills
Language: English
Authors: Veronika Barkela (ORCID 0000-0002-9704-1153), Miriam Leuchter (ORCID 0000-0002-7962-6561)
Source: Journal of Computer Assisted Learning. 2026 42(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Feedback (Response), Automation, Formative Evaluation, Cues, Skill Development, Undergraduate Students, Elementary Education, Education Majors, Reciprocal Teaching, Teaching Methods, Thinking Skills, Communication (Thought Transfer), Cognitive Processes
DOI: 10.1002/jcal.70193
ISSN: 0266-4909
1365-2729
Abstract: Background: Summarising has been shown to be an effective learning strategy as it enhances cognitive skills, communication abilities and information processing. Effective summarising skills are therefore an important academic asset for university students. Yet, undergraduates struggle to employ effective summarising strategies, thus needing support. Objective: We aim to investigate the effectiveness of automated formative feedback versus instructional prompts based on reciprocal teaching in improving summarising skills. We also explore if combining both feedback and prompts offers any additional benefits in enhancing these skills. Methods: N = 254 elementary education students were asked to summarise six scientific texts, with one group (N = 87) receiving automated formative feedback, one group (N = 75) receiving instructional prompts based on reciprocal teaching and one group (N = 92) receiving a combination of both. Results and Conclusion: Automated formative feedback outperformed instructional prompts based on reciprocal teaching in supporting the development of summarising skills. Combining the two did not have a significant additional effect. At first sight, this may indicate that learning potential is maximised with automated formative feedback. However, students in the combination group requested slightly less feedback, which indicates a possible substitution effect between automated formative feedback and instructional prompts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500478
Database: ERIC
FullText Text:
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  Data: The Interplay of Automated Formative Feedback and Instructional Prompts in Developing Summarising Skills
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  Data: <searchLink fieldCode="AR" term="%22Veronika+Barkela%22">Veronika Barkela</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9704-1153">0000-0002-9704-1153</externalLink>)<br /><searchLink fieldCode="AR" term="%22Miriam+Leuchter%22">Miriam Leuchter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7962-6561">0000-0002-7962-6561</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 15
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Automation%22">Automation</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Majors%22">Education Majors</searchLink><br /><searchLink fieldCode="DE" term="%22Reciprocal+Teaching%22">Reciprocal Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+%28Thought+Transfer%29%22">Communication (Thought Transfer)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink>
– Name: DOI
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  Data: 10.1002/jcal.70193
– Name: ISSN
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Summarising has been shown to be an effective learning strategy as it enhances cognitive skills, communication abilities and information processing. Effective summarising skills are therefore an important academic asset for university students. Yet, undergraduates struggle to employ effective summarising strategies, thus needing support. Objective: We aim to investigate the effectiveness of automated formative feedback versus instructional prompts based on reciprocal teaching in improving summarising skills. We also explore if combining both feedback and prompts offers any additional benefits in enhancing these skills. Methods: N = 254 elementary education students were asked to summarise six scientific texts, with one group (N = 87) receiving automated formative feedback, one group (N = 75) receiving instructional prompts based on reciprocal teaching and one group (N = 92) receiving a combination of both. Results and Conclusion: Automated formative feedback outperformed instructional prompts based on reciprocal teaching in supporting the development of summarising skills. Combining the two did not have a significant additional effect. At first sight, this may indicate that learning potential is maximised with automated formative feedback. However, students in the combination group requested slightly less feedback, which indicates a possible substitution effect between automated formative feedback and instructional prompts.
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        Value: 10.1002/jcal.70193
    Languages:
      – Text: English
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        PageCount: 15
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Automation
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      – SubjectFull: Formative Evaluation
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      – SubjectFull: Elementary Education
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      – SubjectFull: Education Majors
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      – SubjectFull: Reciprocal Teaching
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      – SubjectFull: Thinking Skills
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