TY - JOUR
T1 - Can AI feedback stand alone for fostering students' presentation performance?
T2 - A comparison of AI-only versus teacher-supported AI feedback
AU - Sichterman, Bo
AU - Banihashem, Seyyed Kazem
AU - Verstappen, Max
AU - Schipper, Mariecke
AU - Waisvisz, Philippine
AU - Noroozi, Omid
AU - van Ginkel, Stan
PY - 2025/6/28
Y1 - 2025/6/28
N2 - Studies have shown the potential of automated feedback for supportingstudents’ presentation skills in Immersive Virtual Reality (IVR)environments. However, the extent to which students canindependently uptake AI feedback messages, or whether they needteacher support in this task, remains unclear. This experimental studyaims to investigate the impact of AI feedback without (AI-only) andwith teacher support (teacher-supported AI feedback), received afterpresentation practice in IVR, on students’ presentation performance (i.e.presentation skills, perceptions of the presentation, and anxiety) andperceptions of the feedback utility. A total of sixty undergraduatestudents participated. Students’ presentation skills, perceptions, andanxiety were measured using rubrics and questionnaires. The resultsrevealed no significant differences between the two conditions,implying that AI-only feedback can be as effective as teacher-supportedAI feedback for supporting students’ presentation performance in IVR.Additionally, no significant difference was established betweenconditions for students’ perceptions of the feedback utility. Thesefindings suggest that students highly valued AI-only feedback andperceived it as an independent source of feedback for presentationperformance within IVR. This study contributes to the existing AIfeedback literature and advances our understanding regarding the useof AI as an independent feedback source in supporting student learning.
AB - Studies have shown the potential of automated feedback for supportingstudents’ presentation skills in Immersive Virtual Reality (IVR)environments. However, the extent to which students canindependently uptake AI feedback messages, or whether they needteacher support in this task, remains unclear. This experimental studyaims to investigate the impact of AI feedback without (AI-only) andwith teacher support (teacher-supported AI feedback), received afterpresentation practice in IVR, on students’ presentation performance (i.e.presentation skills, perceptions of the presentation, and anxiety) andperceptions of the feedback utility. A total of sixty undergraduatestudents participated. Students’ presentation skills, perceptions, andanxiety were measured using rubrics and questionnaires. The resultsrevealed no significant differences between the two conditions,implying that AI-only feedback can be as effective as teacher-supportedAI feedback for supporting students’ presentation performance in IVR.Additionally, no significant difference was established betweenconditions for students’ perceptions of the feedback utility. Thesefindings suggest that students highly valued AI-only feedback andperceived it as an independent source of feedback for presentationperformance within IVR. This study contributes to the existing AIfeedback literature and advances our understanding regarding the useof AI as an independent feedback source in supporting student learning.
KW - AI feedback
KW - Feedback source
KW - Immersive virtual reality
KW - Presentation anxiety presentation skill
KW - Presentation perception
KW - Teacher support
U2 - 10.1080/10494820.2025.2521338
DO - 10.1080/10494820.2025.2521338
M3 - Article
SN - 1049-4820
JO - Interactive LearnIng Environments
JF - Interactive LearnIng Environments
ER -