Human vs. AI Feedback: What Really Helps Preservice Teachers Learn?

 

 

By Xi Lin

 

As artificial intelligence becomes more common in education, one important question emerges: Can AI provide feedback as effectively as humans, especially in teacher preparation?

 

A recent study explores this question by comparing AI-generated feedback (ChatGPT) with human peer feedback in a literacy methods course for preservice teachers. The findings offer timely insights into how future educators learn, reflect, and improve their teaching practice in an AI-supported world.

 

Why Feedback Matters in Teacher Education

Feedback plays a central role in helping preservice teachers improve their lesson planning, critical thinking, and instructional decision-making. Traditionally, peer review has been widely used to support:

 

• Reflective thinking
• Collaborative learning
• Pedagogical development

 

With the rise of AI tools like ChatGPT, feedback is no longer limited to human interaction. AI can now provide instant, rubric-based suggestions, raising an important question:

“Does faster feedback mean better learning?”

 

The Study: AI vs. Human Peer Review

The study used a quasi-experimental design with 25 preservice teachers:

• 👥 Human feedback group (n = 9): Students reviewed each other’s lesson plans in class
• 🤖 AI feedback group (n = 16): Students used ChatGPT to generate feedback

 

All students:

1. Created a guided reading lesson plan
2. Received feedback (human or AI)
3. Revised their work
4. Reflected on the feedback experience

 

Data included:

• Survey results (critical thinking and peer learning)
• Open-ended responses
• Written reflections

 

Key Findings: What Did We Learn?

1. Both AI and Humans Support Critical Thinking

Students in both groups reported improved critical thinking.

 

AI helped by:

• Providing structured, rubric-aligned feedback
• Identifying gaps quickly
• Supporting revision efficiency

 

This suggests that AI can function as a useful cognitive scaffold, helping students refine their work.

 

2. Only Human Feedback Fostered Peer Learning

Here is where the difference becomes clear:

• Human feedback → significantly improved peer learning
• AI feedback → no significant effect on peer learning

 

Why? Students emphasized that human interaction provides:

• Dialogue and discussion
• Shared understanding
• Immediate clarification
• Emotional support

 

In contrast, AI lacks true interaction and collaboration, which are essential for peer learning.

 

3. Strengths and Weaknesses of AI Feedback

Strengths of AI:

• ⏱️ Immediate and always available
• 📊 Strong alignment with rubrics
• 🧾 Detailed and structured suggestions

 

Limitations of AI:

• ❗ Sometimes irrelevant or inaccurate
• 🤖 Lacks contextual understanding
• 💬 Feels impersonal or “robotic”
• 🔁 Can be inconsistent across responses

 

Some students even questioned its reliability and authenticity.

 

4. Human Feedback Brings What AI Cannot

 

Human peer feedback stood out for:

• ❤️ Emotional support and encouragement
• 🎯 Contextual relevance (real classroom understanding)
• 🤝 Trust and collaboration
• 🧠 Pedagogical nuance

 

Students reported feeling:

• More confident
• More engaged
• More supported

 

These socio-emotional and relational aspects are still beyond AI’s current capabilities.

 

The Future: A Hybrid Feedback Model

Rather than choosing between AI and humans, the study suggests a more effective approach:

 

Combine both!

 

AI for:

• Fast, structured, rubric-based feedback
• Identifying surface-level issues

 

Humans for:

• Deep discussion and reflection
• Emotional and contextual support
• Collaborative meaning-making

 

A hybrid feedback model may provide the best of both worlds.

 

Implications for Educators

For teacher educators and instructional designers:

• ✔ Use AI as a support tool, not a replacement
• ✔ Teach students how to critically evaluate AI feedback
• ✔ Design activities that include both AI and human interaction
• ✔ Emphasize AI literacy and ethical use

Final Thoughts

AI is transforming education—but not in a way that replaces human connection.

This study shows that while AI can enhance efficiency and support critical thinking,
Human interaction remains essential for meaningful learning.

 

👉 The future of education is not AI or humans.
👉 It is AI and humans—working together.

 

Reference

Yang-Heim, G. Y. A., & Lin, X. (2026). Preservice teachers’ perceptions of AI-and human-generated feedback on lesson plans. Cogent Education, 13(1), 2624898. https://doi.org/10.1080/2331186X.2026.2624898

 

How Animal Crossing: New Horizons Became a Pandemic-Era Learning Tool

Images from Animal Crossing, Owned By Nintendo

By Li Xin

 

 

When the COVID-19 pandemic hit, many of us found ourselves seeking solace in unexpected places. For millions of players around the world, that place was the charming, idyllic world of Animal Crossing: New Horizons. This life simulation game developed by Nintendo became a global phenomenon, selling over 13.41 million copies within just a few weeks of its March 2020 release. But beyond its entertainment value, New Horizons has also emerged as a powerful tool for learning and engagement, especially during a time when traditional learning environments were disrupted.

 

The Motivational Learning Framework

 

To understand how New Horizons can serve as a learning tool, we can examine Malone and Lepper’s taxonomy of intrinsic motivations for learning and gaming. This framework identifies key factors that motivate learners, including internal motivations such as challenge, curiosity, control, and fantasy, as well as interpersonal motivations such as cooperation, competition, and recognition. Let’s explore how New Horizons aligns with these motivational factors.

 

Challenge

 

New Horizons is filled with daily and long-term tasks that require players to gather and craft items, collect insects, catch fish, and develop their island. These tasks are not just repetitive; they require strategic thinking and problem-solving. For example, catching a specific fish involves consulting the Critterpedia, an in-game encyclopedia that provides detailed information about the fish, including its habitat, active periods, and appearance times. This process encourages players to seek out new information, apply it, and build on their existing knowledge, all essential components of cognitive learning.

 

 

 

Curiosity

 

The game’s design naturally sparks curiosity. The Critterpedia only unlocks information about creatures that players have caught, encouraging them to explore and discover. The museum, run by the owl Blathers, offers detailed information about donated items, from the characteristics of insects and fish to the history of artworks. This feature not only satisfies players’ curiosity but also provides a rich learning experience about natural history and art.

 

 

 

Control

 

New Horizons gives players a high degree of autonomy. They can explore the island at their own pace, choose when to complete tasks, and decide whether to learn more about donated items. This sense of control fosters a feeling of flexibility and self-direction, making the learning experience more engaging and personalized.

 

 

  

Fantasy

 

The game’s real-time feature syncs with the real world, changing day-to-day and seasonally. This alignment with real-world time creates a dynamic and immersive environment where players can experience the game’s events in real-time. The evolving island, museum, and special events like International Museum Day provide a rich, fantasy setting that motivates players to engage deeply with the game.

 

  

Cooperation

 

New Horizons encourages collaboration. Players can visit each other’s islands, trade items, and work together to complete tasks. For example, breeding hybrid flowers is more successful with the help of friends, and trading turnips can lead to higher profits. This cooperative element not only enhances the game experience but also fosters social skills and teamwork.

 

 

 

Competition

 

Players can compete with others to accumulate items and improve their island’s rating. This friendly competition adds an element of challenge and achievement, motivating players to strive for excellence.

 

 

 

Recognition

 

The game offers visible outcomes like a well-developed island, a museum filled with collections, and personalized houses. Players can also earn trophies and certificates for their achievements, which they can share with friends or on social media. This recognition reinforces their efforts and provides a sense of accomplishment.

 

 

 

 

Learning Beyond the Game

 

Beyond the structured learning experiences, New Horizons also promotes incidental and tangential learning. Players often learn about topics like biology, gardening, construction, interior design, art, and history through their interactions in the game. For example, decorating a house might spark an interest in interior design, leading players to explore the topic further outside the game.

 

Conclusion

 

Animal Crossing: New Horizons is more than just a game; it’s a learning environment that motivates and engages players of all ages. By leveraging the motivational learning framework, the game designers have created an experience that is both entertaining and educational. As we continue to navigate the challenges of the pandemic, games like New Horizons offer a valuable escape while also providing meaningful learning opportunities. For educators and game developers, this study highlights the potential of using game-based learning to foster engagement and knowledge acquisition in a fun and interactive way.

 

Are you ready to dive into the world of Animal Crossing: New Horizons and discover the learning opportunities it offers? Your adventure awaits!

 

   

Reference

Lin, X., & Su, S. (2020). Motivating Learning by Playing Animal Crossing New Horizons: A trending game during the COVID-19 pandemic. eLearn Magazine, 2020(11). https://dl.acm.org/doi/abs/10.1145/3440721.3425166

How Technology is Transforming Construction Education: Insights from a Recent Study

 

 

By Xi Lin

 

In the rapidly evolving world of construction, the integration of digital surveying technologies has become essential. From drones and LiDAR to terrestrial laser scanning, these tools are not just changing the industry—they’re also transforming how we educate the next generation of construction engineers. A recent study by Na et al. (2025) explores how undergraduate students perceive and learn from these emerging technologies, using a combination of the Unified Theory of Acceptance and Use of Technology (UTAUT) and Bloom’s Taxonomy. Let’s dive into the findings and see what they mean for the future of construction education.

 

The Study: A Blend of Theory and Practice

 

The study was conducted in an undergraduate construction surveying class, where students interacted with a range of technologies, including traditional total stations and advanced tools like terrestrial laser scanning, drones, and mobile LiDAR. The researchers used two post-course surveys to gather data: one based on UTAUT to measure technology acceptance, and another based on Bloom’s Taxonomy to assess self-perceived cognitive learning outcomes.

 

Key Findings: Technology Acceptance vs. Perceived Learning

 

Technology Acceptance (UTAUT)

The study found that students generally accepted new technologies, but acceptance varied by tool. The laser scanner had the highest acceptance scores, followed by other advanced tools. However, the total station, which was used extensively in hands-on lab activities, was perceived as the most influential in enhancing learning. This suggests that while students appreciate the potential of advanced technologies, hands-on experience with traditional tools remains crucial for learning.

 

Perceived Learning Outcomes (Bloom’s Taxonomy)

The study revealed a gap between technology acceptance and perceived learning gains. Lower-order skills, such as knowledge and comprehension, were strengthened in structured labs, while higher-order thinking skills, like analysis and synthesis, emerged more unevenly in open-ended labs. This indicates that the mode of student engagement with technology is more important for learning than the sophistication of the tools themselves.

 

 

The Role of Experiential Learning

 

The study underscores the importance of experiential learning in construction education. By embedding UTAUT and Bloom’s Taxonomy within an authentic learning environment, the researchers provided a mechanism for assessing technology-enhanced learning. The findings suggest that structured labs are effective for building foundational skills, while open-ended labs can foster higher-order thinking skills, albeit with some variability.

 

Practical Implications for Educators

For engineering educators, the study offers a pragmatic model for integrating traditional, semi-structured, and open-ended labs to develop both technical proficiency and cognitive skills. Here are some key takeaways:

 

1.    Hands-On Experience: Ensure repeated, hands-on use of central technologies before introducing open-ended problem-solving activities.

2.    Reflective Activities: Incorporate structured reflection exercises and iterative rounds of feedback to develop higher-order cognitive skills.

3.    Balanced Exposure: Use consumer-grade technologies as stepping stones to build familiarity before transitioning to professional-grade tools.

4.    Alignment with ABET Outcomes: Pair each lab with targeted Bloom levels and relevant ABET student outcomes to support intentional, progressive skill development.

 

The Future of Construction Education

The study highlights the need for a balanced approach to integrating technology in construction education. While advanced tools like drones and LiDAR offer exciting possibilities, traditional tools and hands-on experience remain essential for building foundational skills. By combining structured labs with open-ended, experiential learning, educators can create a learning environment that fosters both technical proficiency and higher-order thinking skills.

 

As the construction industry continues to evolve, so too must our educational approaches. The findings from this study provide valuable insights for educators seeking to integrate technology effectively, ensuring that the next generation of construction engineers is well-equipped to navigate the industry's digital future.

 

Are you ready to transform your construction education program? The future is here, and it’s time to embrace it.

 

 

Reference

Na, R., Aljagoub, D., Zhao, T., & Lin, X. (2025). Technology Acceptance and Perceived Learning Outcomes in Construction Surveying Education: A Comparative Analysis Using UTAUT and Bloom’s Taxonomy. Education Sciences, 16(1), 45. https://doi.org/10.3390/educsci16010045