{"title":"Exploring AI-Driven Feedback as a Cultural Tool: A Cultural-Historical Perspective on Design of AI Environments to Support Students' Writing Process.","authors":"Irina Engeness, Siv M Gamlem","doi":"10.1007/s12124-025-09894-8","DOIUrl":null,"url":null,"abstract":"<p><p>This study draws on the cultural-historical perspectives of Vygotsky and Galperin to examine the role of AI-generated feedback within the Assessment for Learning (AfL) process in fostering students' development as learners. By leveraging Galperin's concept of cultural tools and the developmental role of human activity, elaborated in his dissertation written almost a hundred years ago, this study elucidates how this theoretical framework can enhance our understanding of the pedagogical value of individually tailored feedback from AI, ultimately contributing to human development and inspire the Design Principles (DPs) of AI-based educational technologies. Essay Assessment Technology (EAT), designed according to the suggested DPs, is presented to illustrate the application of AfL strategies in schools, highlighting its potential to enhance students' learning and their development as learners.</p>","PeriodicalId":50356,"journal":{"name":"Integrative Psychological and Behavioral Science","volume":"59 1","pages":"23"},"PeriodicalIF":1.1000,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11787257/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Integrative Psychological and Behavioral Science","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s12124-025-09894-8","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, BIOLOGICAL","Score":null,"Total":0}
引用次数: 0
Abstract
This study draws on the cultural-historical perspectives of Vygotsky and Galperin to examine the role of AI-generated feedback within the Assessment for Learning (AfL) process in fostering students' development as learners. By leveraging Galperin's concept of cultural tools and the developmental role of human activity, elaborated in his dissertation written almost a hundred years ago, this study elucidates how this theoretical framework can enhance our understanding of the pedagogical value of individually tailored feedback from AI, ultimately contributing to human development and inspire the Design Principles (DPs) of AI-based educational technologies. Essay Assessment Technology (EAT), designed according to the suggested DPs, is presented to illustrate the application of AfL strategies in schools, highlighting its potential to enhance students' learning and their development as learners.
期刊介绍：
IPBS: Integrative Psychological & Behavioral Science is an international interdisciplinary journal dedicated to the advancement of basic knowledge in the social and behavioral sciences. IPBS covers such topics as cultural nature of human conduct and its evolutionary history, anthropology, ethology, communication processes between people, and within-- as well as between-- societies. A special focus will be given to integration of perspectives of the social and biological sciences through theoretical models of epigenesis. It contains articles pertaining to theoretical integration of ideas, epistemology of social and biological sciences, and original empirical research articles of general scientific value. History of the social sciences is covered by IPBS in cases relevant for further development of theoretical perspectives and empirical elaborations within the social and biological sciences. IPBS has the goal of integrating knowledge from different areas into a new synthesis of universal social science—overcoming the post-modernist fragmentation of ideas of recent decades.
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