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Comparative analysis of GPT-4.0 and teacher feedback on student-generated questions in the flipped classroom.

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Title: Comparative analysis of GPT-4.0 and teacher feedback on student-generated questions in the flipped classroom.
Authors: Li, Kangkang (AUTHOR), Lan, Jiaming (AUTHOR), Hu, Yongbin (AUTHOR)
Source: Educational Technology Research & Development. Jun2025, Vol. 73 Issue 3, p1347-1369. 23p.
Subjects: Flipped classrooms, Self-regulated learning, Educational evaluation, Satisfaction, Educational technology, Intelligent tutoring systems
Abstract: To investigate the potential of GPT-4.0 feedback to substitute teacher feedback in flipped classrooms, we conducted research that GPT-4.0 and a course teacher provided cognitive, praise, and mitigating feedback weekly via a course discussion platform, respectively. At the end of each topic, 89 third-year university students majoring in Educational Technology completed a self-regulated learning questionnaire, learning satisfaction questionnaire, and learning performance test without knowledge of the feedback provider's identity. The results indicate no significant difference between GPT-4.0 and teacher feedback in promoting students' self-regulated learning skills in the context of cognitive feedback. However, students generally expressed higher satisfaction with traditional teacher feedback, and those receiving teacher feedback outperformed those receiving GPT-4.0 feedback. The findings suggest that while GPT-4.0 provides cognitive feedback efficiently, its effectiveness in praising and mitigating feedback is limited compared to real teachers. This study reveals the potential and limitations of GPT-4.0 as a supplementary, rather than a substitute, teaching tool in the flipped classroom. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development 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: Psychology and Behavioral Sciences Collection
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  Data: Comparative analysis of GPT-4.0 and teacher feedback on student-generated questions in the flipped classroom.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Jun2025, Vol. 73 Issue 3, p1347-1369. 23p.
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  Data: <searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligent+tutoring+systems%22">Intelligent tutoring systems</searchLink>
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  Label: Abstract
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  Data: To investigate the potential of GPT-4.0 feedback to substitute teacher feedback in flipped classrooms, we conducted research that GPT-4.0 and a course teacher provided cognitive, praise, and mitigating feedback weekly via a course discussion platform, respectively. At the end of each topic, 89 third-year university students majoring in Educational Technology completed a self-regulated learning questionnaire, learning satisfaction questionnaire, and learning performance test without knowledge of the feedback provider's identity. The results indicate no significant difference between GPT-4.0 and teacher feedback in promoting students' self-regulated learning skills in the context of cognitive feedback. However, students generally expressed higher satisfaction with traditional teacher feedback, and those receiving teacher feedback outperformed those receiving GPT-4.0 feedback. The findings suggest that while GPT-4.0 provides cognitive feedback efficiently, its effectiveness in praising and mitigating feedback is limited compared to real teachers. This study reveals the potential and limitations of GPT-4.0 as a supplementary, rather than a substitute, teaching tool in the flipped classroom. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development 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.)
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        Value: 10.1007/s11423-025-10467-0
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              Text: Jun2025
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