Can AI feedback stand alone for fostering students’ presentation performance? A comparison of AI-only versus teacher-supported AI feedback

Abstract

Studies have shown the potential of automated feedback for supportingstudents’ presentation skills in Immersive Virtual Reality (IVR)environments. However, the extent to which students canindependently uptake AI feedback messages, or whether they needteacher support in this task, remains unclear. This experimental studyaims to investigate the impact of AI feedback without (AI-only) andwith teacher support (teacher-supported AI feedback), received afterpresentation practice in IVR, on students’ presentation performance (i.e.presentation skills, perceptions of the presentation, and anxiety) andperceptions of the feedback utility. A total of sixty undergraduatestudents participated. Students’ presentation skills, perceptions, andanxiety were measured using rubrics and questionnaires. The resultsrevealed no significant differences between the two conditions,implying that AI-only feedback can be as effective as teacher-supportedAI feedback for supporting students’ presentation performance in IVR.Additionally, no significant difference was established betweenconditions for students’ perceptions of the feedback utility. Thesefindings suggest that students highly valued AI-only feedback andperceived it as an independent source of feedback for presentationperformance within IVR. This study contributes to the existing AIfeedback literature and advances our understanding regarding the useof AI as an independent feedback source in supporting student learning.

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