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An Investigation of Using Elaborated and Metacognitive Feedback Strategies in Interactive Instructional Videos
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Ezgi R. Diri Koç; Diler Öner – Journal of Educational Technology and Online Learning, 2023
The purpose of this study is to compare the use of elaborated and metacognitive feedback strategies in interactive instructional videos in terms of undergraduate students' engagement and metacognitive awareness levels. This study also aims to investigate undergraduate students' evaluations of elaborated and metacognitive feedback in these…
Descriptors: Metacognition, Feedback (Response), Interactive Video, Educational Technology
Effects of Generative AI Feedback and Interactive Video Assessment on Student Learning Achievement in Philological Content Creation Courses
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Nikolaos Pellas – Journal of Educational Computing Research, 2026
Despite the increasing integration of generative Artificial Intelligence (GenAI) in education, a significant research gap exists in its comparative effectiveness against traditional instructor-led guidance in specialized humanities like philology. This quasi-experimental study compares an experimental group (EG, n = 26), using GenAI chatbots for…
Descriptors: Artificial Intelligence, Technology Uses in Education, Feedback (Response), Computer Mediated Communication
Flipped Classroom versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity
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Mattis, Kristina V. – Technology, Knowledge and Learning, 2015
Flipped classrooms are an instructional technology trend mostly incorporated in higher education settings, with growing prominence in high school and middle school (Tucker in Leveraging the power of technology to create student-centered classrooms. Corwin, Thousand Oaks, 2012). Flipped classrooms are meant to effectively combine traditional and…
Descriptors: Blended Learning, Educational Technology, Conventional Instruction, Interactive Video