| Field |
Value |
Language |
|
dc.contributor.author |
Lindsay, E |
|
|
dc.contributor.author |
Rodda, A |
|
|
dc.contributor.author |
Lidfors Lindqvist, A
https://orcid.org/0000-0002-6210-6068
|
|
|
dc.contributor.author |
Quince, Z |
|
|
dc.contributor.author |
Lim, M |
|
|
dc.contributor.author |
Jiang, D |
|
|
dc.date.accessioned |
2026-03-19T00:35:10Z |
|
|
dc.date.available |
2026-03-19T00:35:10Z |
|
|
dc.identifier.citation |
Education Sciences, 16, (3), pp. 465-465 |
|
|
dc.identifier.issn |
2227-7102 |
|
|
dc.identifier.uri |
http://hdl.handle.net/10453/194377
|
|
|
dc.description.abstract |
<jats:p>Feedback is an integral part of the learning process. However, delivering feedback effectively remains challenging, particularly within massified higher education systems that are characterised by large cohorts and increasingly diverse student populations. The emergence of generative artificial intelligence (GenAI) enables new ways of embedding feedback into educational offerings, some of which may be highly beneficial. In this paper, we introduce Abundant Feedback as a conceptual lens for examining the new capabilities that may be enabled by GenAI. We present a four-dimensional framework identifying the dimensions of GenAI feedback as abundance of Volume, of Availability, of Relevance and of Character. Through a systematic literature search, we describe how these dimensions manifest in recent empirical studies, and identify two educational domains, Computer Programming and Foreign Languages, as early adopters of AI-generated feedback. Beyond merely digitising existing scarce feedback processes, we discuss the emergence of new learner-driven feedback practices that are enabled by abundance, that both stimulate and demand student feedback literacy. Our multi-dimension abundance framework provides a lens, as well as the vocabulary and conceptual tools, to guide the implementation of GenAI feedback in ways that help realise the potential of artificial intelligence to enhance student learning.</jats:p> |
|
|
dc.language |
en |
|
|
dc.publisher |
MDPI AG |
|
|
dc.relation.ispartof |
Education Sciences |
|
|
dc.relation.isbasedon |
10.3390/educsci16030465 |
|
|
dc.rights |
info:eu-repo/semantics/openAccess |
|
|
dc.subject |
1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education |
|
|
dc.subject.classification |
3901 Curriculum and pedagogy |
|
|
dc.subject.classification |
3902 Education policy, sociology and philosophy |
|
|
dc.subject.classification |
3904 Specialist studies in education |
|
|
dc.title |
The Dimensions of Abundance in AI-Generated Feedback |
|
|
dc.type |
Journal Article |
|
|
utslib.citation.volume |
16 |
|
|
utslib.for |
1301 Education Systems |
|
|
utslib.for |
1302 Curriculum and Pedagogy |
|
|
utslib.for |
1303 Specialist Studies in Education |
|
|
pubs.organisational-group |
University of Technology Sydney |
|
|
pubs.organisational-group |
University of Technology Sydney/Faculty of Engineering and Information Technology |
|
|
pubs.organisational-group |
University of Technology Sydney/Faculty of Engineering and Information Technology/School of Mechanical and Mechatronic Engineering |
|
|
utslib.copyright.status |
open_access |
* |
|
dc.rights.license |
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/ |
|
|
dc.date.updated |
2026-03-19T00:35:08Z |
|
|
pubs.issue |
3 |
|
|
pubs.publication-status |
Published online |
|
|
pubs.volume |
16 |
|
|
utslib.citation.issue |
3 |
|
