Effects of Generative AI Feedback and Interactive Video Assessment on Student Learning Achievement in Philological Content Creation Courses

Autor/in	Nikolaos Pellas
Titel	Effects of Generative AI Feedback and Interactive Video Assessment on Student Learning Achievement in Philological Content Creation Courses
Quelle	In: Journal of Educational Computing Research, 64 (2026) 1, S. 16-58Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nikolaos Pellas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331251372800
Schlagwörter	Forschungsbericht; Artificial Intelligence; Technology Uses in Education; Feedback (Response); Computer Mediated Communication; Video Technology; Academic Achievement; Skill Development; Interactive Video; Instructional Design; Mastery Learning; Effect Size; Self Efficacy; Linguistics; Reading Comprehension + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Interaktives Video; Lesson concept; Lessonplan; Unterrichtsentwurf; Self-efficacy; Selbstwirksamkeit; Linguistik; Leseverstehen
Abstract	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 conceptual understanding and GenAI platforms to create interactive materials from classical texts, with a control group (CG, n = 26) receiving standard instruction. This study investigates the impact of GenAI-assisted instructional design on students' learning achievements and empowerment in using GenAI within real-world contexts. It specifically examines if there is a statistically significant difference (a) in philological content mastery--defined as understanding classical or modern texts/themes--and (b) in perceived empowerment in using GenAI (self-efficacy, impact, and meaningfulness). The findings indicate that the EG significantly outperformed the CG in mastering philological content, with a notably higher adjusted post-test mean score and a large effect size. The same group also reported substantially greater perceived empowerment in using GenAI within real-world contexts, demonstrating strong increases in self-efficacy, impact, and meaningfulness compared to their counterparts in the CG. Implications suggest integrating GenAI into philology curricula foster engagement, autonomy, and confidence in creative tasks, provided educators mitigate risks to analytical rigor through intentional design. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/01