Comparing the Effects of Instructor Manual Feedback and ChatGPT Intelligent Feedback on Collaborative Programming in China's Higher Education
Abstract
Artificial general intelligence (AGI) has gained increasing global attention as the field of large language models undergoes rapid development. Due to its human-like cognitive abilities, the AGI system has great potential to help instructors provide detailed, comprehensive, and individualized feedback to students throughout the educational process. ChatGPT, as a preliminary version of the AGI system, has the potential to improve programming education. In programming, students often have difficulties in writing codes and debugging errors, whereas ChatGPT can provide intelligent feedback to support students’ programming learning process. This research implemented intelligent feedback generated by ChatGPT to facilitate collaborative programming among student groups and further compared the effects of ChatGPT with instructors’ manual feedback on programming. This research employed a variety of learning analytics methods to analyze students’ computer programming performances, cognitive and regulation discourses, and programming behaviors. Results indicated that no substantial differences were identified in students’ programming knowledge acquisition and group-level programming product quality when both instructor manual feedback and ChatGPT intelligent feedback were provided. ChatGPT intelligent feedback facilitated students’ regulation-oriented collaborative programming, while instructor manual feedback facilitated cognition-oriented collaborative discussions during programming.…
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Several studies report that LLM-generated feedback can yield comparable or even superior academic performance relative to human feedback.
“Regarding effects on learning outcomes, several studies report that LLM-generated feedback can yield comparable or even superior academic performance relative to human feedback (Nguyen et al., 2024; Ouyang et al., 2024), despite some negative findings (Er et al., 2024).”
From Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning (2026) · cites this paper as Ouyang et al., 2024
Students perceive LLM-generated feedback as useful in identifying errors and offering constructive guidance, but concerns about fairness and trustworthiness remain.
“Finally, regarding learners' perceptions of LLM-generated feedback, some studies indicate that students perceive such feedback as useful in identifying errors and offering constructive guidance (Ouyang et al., 2024; Zhao et al., 2025), but concerns about fairness and trustworthiness remain (Er et al., 2024; Zhao et al., 2025).”
From Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning (2026) · cites this paper as Ouyang et al., 2024
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- Authors
- Ouyang, F., Guo, M., Zhang, N., Bai, X., & Jiao, P.
- Affiliations
- Zhejiang University (CN)
- Venue
- IEEE Transactions on Learning Technologies
- Published
- 2024
- Volume
- 17
- Pages
- 2173-2185
- ISSN
- 1939-1382 (ISSN-L)
- 2372-0050
- OpenAlex
- W4403759160
- Cited by
- 39
- References
- 55
- Citations by year
- 2026: 25 · 2025: 13 · 2024: 1
- FWCI
- 14.71
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- IEEE Transactions on Learning Technologies (publishedVersion)
- Funders
- National Natural Science Foundation of China (62177041)
- Fundamental Research Funds for the Central Universities, Zhejiang University, China
- Degree Core Course Project and Ideological and Political Teaching Project of Smart Marine Metastructures
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Keywords
- ChatGPT, intelligent feedback, collaborative programming, programming education, large language models, higher education, cooperative learning
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