AI-assisted feedback: students’ feedback perceptions, emotions, actions, and literacies

This collection is the first of a two-part Special Issue on AI-assisted feedback: students’ feedback perceptions, emotions, actions, and literacies. It arrives at a time when both theory and practice are rapidly expanding, and when new generative-AI technologies invite educators and researchers to rethink the very essence of ‘feedback.’

Part I brings together seven papers – six with first-hand empirical data and one meta-analysis. Together, they offer early evidence and conceptual contours of this shifting landscape. Part II will revisit these discussions and weave together insights from forthcoming articles trying to paint a fuller picture of AI-assisted feedback across contexts.