The DOI matches its Crossref record; 52 of the 52 references it cites were found in a registry or an index.
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course
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“Another promise of GenAI in supporting human learning is its potential to provide timely, specific, and constructive feedback, a key element of high-quality instruction and essential for effective learning [34][35][36].”
From Promises and challenges of generative artificial intelligence for human learning (2024) · cites this paper as [35]
In the citing paper
“Studies [135,136] demonstrated how analyzing feedback data helped instructors pinpoint gaps in students' procedural skills.”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [135]
In the citing paper
“This identification led to more targeted interventions and improved learning outcomes, ensuring that students received the support they needed to address specific areas of difficulty.”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [135]
Citations
Cites
Discovering Statistics Using SPSS
Field, A. P., & Miles, J. N. V. (2000) · Medical Entomology and Zoology · Cited by 28,269
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Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Austin, P. C. (2011) · Multivariate Behavioral Research · doi:10.1080/00273171.2011.568786 · Cited by 12,242
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Discovering statistics using R
(2012) · Choice Reviews Online · doi:10.5860/choice.50-2114 · Cited by 2,548
Metacognition in Educational Theory and Practice
Hacker, D. J., Dunlosky, J. T., & Graesser, A. C. (1998) · Routledge eBooks · doi:10.4324/9781410602350 · Cited by 2,138
Studying as Self-Regulated Learning
(1998) · Metacognition in Educational Theory and Practice · doi:10.4324/9781410602350-19 · Cited by 1,589
Let’s not forget: Learning analytics are about learning
Gašević, D., Dawson, S., & Siemens, G. (2015) · TechTrends · doi:10.1007/s11528-014-0822-x · Cited by 1,049
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Promises and challenges of generative artificial intelligence for human learning
Yan, L., Greiff, S., Teuber, Z., & Gašević, D. (2024) · Nature Human Behaviour · doi:10.1038/s41562-024-02004-5 · Cited by 499
Self-citationAutomatic feedback in online learning environments: A systematic literature review
Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gašević, D., & Mello, R. F. (2021) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2021.100027 · Cited by 440
Self-citationBanihashem, S. K., Noroozi, O., van Ginkel, S., Macfadyen, L. P., & Biemans, H. J. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2022.100489 · Cited by 246
Molenaar, I., Mooij, S. D., Azevedo, R., Bannert, M., Järvelä, S., & Gašević, D. (2023) · Computers in Human Behavior · doi:10.1016/j.chb.2022.107540 · Cited by 217
Self-citationEffects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Lim, L., Bannert, M., van der Graaf, J., Singh, S., Fan, Y., Surendrannair, S., Rakovic, M., Molenaar, I., Moore, J., & Gašević, D. (2023) · Computers in Human Behavior · doi:10.1016/j.chb.2022.107547 · Cited by 198
“…by process analyses, as theorized by SRL models (e.g., Zimmerman, 2002), such as first analyzing the task, monitoring while performing various cognitive activities, and evaluating learning (Bannert, Reimann, & Sonnenberg, 2014; Lim et al., 2021; Paans, Molenaar, Segers, & Verhoeven, 2019).”
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Metadata
- Authors
- Lim, L.-A., Gentili, S., Pardo, A., Kovanović, V., Whitelock-Wainwright, A., Gašević, D., & Dawson, S.
- Affiliations
- University of South Australia (AU)
- Monash University (AU)
- Corresponding author
- Lim, Lisa-Angelique
- ORCID
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2021-04
- Volume
- 72
- Pages
- 101202
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2945685654
- Cited by
- 159
- References
- 52
- Citations by year
- 2026: 16 · 2025: 20 · 2024: 26 · 2023: 32 · 2022: 27 · 2021: 18
- FWCI
- 17.64
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Learning and Instruction (publishedVersion)
- Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion)
- UniSA Research Outputs Repository (University of South Australia) (submittedVersion)
- HAL (submittedVersion)
- Funders
- Office for Learning and Teaching
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- learning analytics, process feedback, student self-regulation, academic performance, personalized feedback, prior academic achievement, e-book usage
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