{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,11]],"date-time":"2026-05-11T19:46:49Z","timestamp":1778528809148,"version":"3.51.4"},"reference-count":94,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,2]],"date-time":"2025-12-02T00:00:00Z","timestamp":1764633600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,12,2]],"date-time":"2025-12-02T00:00:00Z","timestamp":1764633600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100001468","name":"Singapore Eye Research Institute","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100001468","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Feedback is essential for learning, helping individuals understand and improve their performance. However, providing timely, personalised feedback in higher education is challenging. Generative AI offers a scalable solution, yet little is known about students' biases towards AI\u2010generated feedback.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study aims to investigate how the identity of the feedback provider (human vs. AI) affects students' perceptions of feedback quality and credibility.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The study involved 472 students across diverse academic programmes and levels in authentic educational environments and employed a within\u2010subject experimental design with a priming effect. A mixed\u2010methods approach combined quantitative analysis of feedback evaluations with qualitative insights into students' perceptions to deepen understanding of the observed biases.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>Students perceived AI as a significantly less credible feedback provider and tended to associate lower feedback quality with AI. Disclosing the feedback provider's identity led to decreased evaluations of AI\u2010generated feedback and an increased preference for human\u2010crafted feedback. These patterns were consistent across academic levels, genders, and fields of study. These insights highlight the need for targeted interventions, such as improving AI literacy and building human\u2010in\u2010the\u2010loop systems, to mitigate biases and enhance the effectiveness of AI in educational feedback systems.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcal.70153","type":"journal-article","created":{"date-parts":[[2025,12,2]],"date-time":"2025-12-02T08:27:40Z","timestamp":1764664060000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Who Gives Feedback Matters: Student Biases Towards Human and\n                    <scp>AI<\/scp>\n                    \u2010Generated Formative Feedback"],"prefix":"10.1111","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1343-0627","authenticated-orcid":false,"given":"Tanya","family":"Nazaretsky","sequence":"first","affiliation":[{"name":"EPFL  Lausanne Switzerland"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1242-3134","authenticated-orcid":false,"given":"Paola","family":"Mejia\u2010Domenzain","sequence":"additional","affiliation":[{"name":"EPFL  Lausanne Switzerland"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6840-5923","authenticated-orcid":false,"given":"Vinitra","family":"Swamy","sequence":"additional","affiliation":[{"name":"EPFL  Lausanne Switzerland"}]},{"ORCID":"https:\/\/orcid.org\/0009-0009-0631-0636","authenticated-orcid":false,"given":"Jibril","family":"Frej","sequence":"additional","affiliation":[{"name":"EPFL  Lausanne Switzerland"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0672-0415","authenticated-orcid":false,"given":"Tanja","family":"K\u00e4ser","sequence":"additional","affiliation":[{"name":"EPFL  Lausanne Switzerland"}]}],"member":"311","published-online":{"date-parts":[[2025,12,2]]},"reference":[{"key":"e_1_2_15_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcal.12979"},{"key":"e_1_2_15_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/14703297.2024.2437122"},{"key":"e_1_2_15_4_1","unstructured":"Australian Government Department of Education.2023.\u201cStudent Experience Survey.\u201dhttps:\/\/www.qilt.edu.au\/surveys\/student\u2010experience\u2010survey\u2010(ses)."},{"key":"e_1_2_15_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2024.2335321"},{"key":"e_1_2_15_6_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.caeai.2023.100177"},{"key":"e_1_2_15_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2012.691462"},{"key":"e_1_2_15_8_1","doi-asserted-by":"publisher","DOI":"10.1186\/s41239-023-00410-9"},{"key":"e_1_2_15_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2018.1463354"},{"key":"e_1_2_15_10_1","doi-asserted-by":"publisher","DOI":"10.1080\/13562517.2020.1782372"},{"key":"e_1_2_15_11_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.caeai.2021.100027"},{"key":"e_1_2_15_12_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40593-019-00188-w"},{"key":"e_1_2_15_13_1","doi-asserted-by":"publisher","DOI":"10.1109\/ICALT58122.2023.00100"},{"key":"e_1_2_15_14_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2023.104967"},{"key":"e_1_2_15_15_1","doi-asserted-by":"publisher","DOI":"10.2307\/249008"},{"key":"e_1_2_15_16_1","doi-asserted-by":"publisher","DOI":"10.1037\/xge0000033"},{"key":"e_1_2_15_17_1","doi-asserted-by":"publisher","DOI":"10.1186\/s41239-023-00425-2"},{"key":"e_1_2_15_18_1","first-page":"1","article-title":"The Impact of Explainable AI on Teachers' Trust and Acceptance of AI EdTech Recommendations: The Power of Domain\u2010Specific Explanations","author":"Feldman\u2010Maggor Y.","year":"2025","journal-title":"International Journal of Artificial Intelligence in Education"},{"key":"e_1_2_15_19_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639-024-12912-8"},{"key":"e_1_2_15_20_1","doi-asserted-by":"publisher","DOI":"10.1145\/3657604.3662040"},{"key":"e_1_2_15_21_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ijcci.2024.100710"},{"key":"e_1_2_15_22_1","first-page":"785","volume-title":"Multivariate Data Analysis","author":"Hair J. 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