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Optimizing GAI-assisted formative feedback: an experimental study on its effects on engagement, shared metacognition, and learning performance in online collaborative learning

Crossref DOI link: https://doi.org/10.1007/s10639-025-13778-0

Published Online: 2025-10-04

Published Print: 2025-12

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Lu, Guoqing

Ba, Shen https://orcid.org/0000-0001-6535-8335
Yang, Lan
Funding

Funding for this research was provided by:

Humanities and Social Science Fund of Ministry of Education of China (24YJC880091)

National Natural Science Foundation of China (62467007)

The Education University of Hong Kong (T-24-07)

The Education University of Hong Kong (02A10)
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Text and Data Mining valid from 2025-10-04

Version of Record valid from 2025-10-04
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Article History

Received: 6 May 2025

Accepted: 4 September 2025

First Online: 4 October 2025

Declarations

:

: The authors report there are no competing interests to declare.

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