Adaptive Empathy Learning Support in Peer Review Scenarios
Abstract
Advances in Natural Language Processing offer techniques to detect the empathy level in texts. To test if individual feedback on certain students’ empathy level in their peer review writing process will help them to write more empathic reviews, we developed ELEA, an adaptive writing support system that provides students with feedback on the cognitive and emotional empathy structures. We compared ELEA to a proven empathy support tool in a peer review setting with 119 students. We found students using ELEA wrote more empathic peer reviews with a higher level of emotional empathy compared to the control group. The high perceived skill learning, the technology acceptance, and the level of enjoyment provide promising results to use such an approach as a feedback application in traditional learning settings. Our results indicate that learning applications based on NLP are able to foster empathic writing skills of students in peer review scenarios.
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Yoshida, M., Li, B. Q., Zhao, S., Zhou, Q., Hu, S., Chen, X. '., & Peng, N. (2026) · ACM International Conference on Intelligent User Interfaces (IUI) · doi:10.1145/3742413.3789099
“The system’s suggestions didn’t help trigger my own memories" (P14).”
(Re-)Thinking Empathy's Materiality in HCI
Ppali, S., Yurrita, M., Vitali, A., Debnath, A., Flek, L., Cuadra, A., Mayer, S., Lahav, M., Horne, T. N., Singh, A., et al. (2026) · CHI Extended Abstracts · doi:10.1145/3772363.3778717
Instructional Mechanisms for Professional Writing: A Comparison of Scaffolded Annotation and ChatGPT
Corvite, S., Matz, R. L., Mills, M., & Hui, J. S. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3790915
What Happened to Scenario-Based Design in HCI?: A Scoping Review
Carroll, J. M., Jo, J., Kim, J., Lin, Y.-F., & Chen, E. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3790899
Co-Designing an AI Feedback Tool for Visual Artists
Johnston, H., Pappin, N., & Thue, D. (2026) · Creativity and Cognition · doi:10.1145/3803784.3807569
- Authors
- Wambsganss, T., Soellner, M., Koedinger, K. R., & Leimeister, J. M.
- Affiliations
- University of St.Gallen (CH)
- Information Systems and Systems Engineering, University of Kassel, Germany
- Carnegie Mellon University (US)
- University of Kassel (DE)
- Venue
- CHI Conference on Human Factors in Computing Systems
- Publisher
- ACM
- Published
- 2022-04-29
- Pages
- 1-17
- OpenAlex
- W4225015089
- Cited by
- 24
- References
- 87
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 7 · 2023: 2 · 2022: 3
- FWCI
- 2.49
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- CHI Conference on Human Factors in Computing Systems (publishedVersion)
- Alexandria (UniSG) (University of St.Gallen) (acceptedVersion)
- Alexandria (UniSG) (University of St.Gallen) (submittedVersion)
- Funders
- Swiss National Science Foundation (200207)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- empathy detection, peer review, affective empathy, cognitive empathy, writing feedback, Elea, technology acceptance, student enjoyment, natural language processing in education
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