Veronika Solopova, Adrian Gruszczynski, Eiad Rostom, Fritz Cremer, Sascha Witte, Chengming Zhang, Fernando Ramos L'opez Lea Plossl, Florian Hofmann, R. Romeike, Michaela Glaser-Zikuda, C. Benzmuller, Tim Landgraf
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Written reflective practice is a regular exercise pre-service teachers perform during their higher education. Usually, their lecturers are expected to provide individual feedback, which can be a challenging task to perform on a regular basis. In this paper, we present the first open-source automated feedback tool based on didactic theory and implemented as a hybrid AI system. We describe the components and discuss the advantages and disadvantages of our system compared to the state-of-art generative large language models. The main objective of our work is to enable better learning outcomes for students and to complement the teaching activities of lecturers.
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