| Biography | |
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 Prof. Lan Yang Department of Curriculum and Instruction, EdUHK, China |
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| Title: From external Human- and ChatGPT-based feedback to personal growth: The role of student feedback orientation in the era of artificial intelligence | |
| Abstract: ChatGPT, a chatbot based on large language model trained and released by OpenAI in November, 2022, has the potential to impact every aspect of our society, including education, where feedback is a core part of the assessment process. The power of feedback in influencing student achievement has been evident in influential synthesis studies, such as those conducted by Hattie. However, the relationship between feedback and achievement is not always linear. Recent research has highlighted the importance of adopting student-centred feedback practices to leverage the role played by feedback in enhancing learning. To further explore the underlying mechanisms of feedback in influencing student learning outcomes, this keynote speech has a twofold aim. Firstly, I will introduce feedback orientation, a psychological construct that encompasses multiple feedback perceptions that collectively determine an individual student's overall willingness and readiness to use feedback to maximize learning opportunities. Secondly, I will present how ChatGPT-based feedback can be integrated to an innovative feedback orientation framework linking external feedback and students’ self-determining roles in perceiving, processing, and using feedback. The keynote speech will emphasize the importance of considering student feedback orientation in revealing how external feedback affects student learning process as well as outcomes. It will also showcase how ChatGPT-based feedback can be integrated with human-based feedback, contributing to advancing feedback research from both pedagogical and psychological perspectives in the era of generative artificial intelligence (AI). Keywords: feedback, ChatGPT, feedback orientation, personal growth | |
| Biography: Dr. Lan Yang (Joy) is an Assistant Professor in the Department of Curriculum and Instruction (C&I). She is co-director of Centre for Special Educational Needs and Inclusive Education at The Education University of Hong Kong and core team member of the Key Research Area on Assessment Research into Enhancing Learning and Teaching at the Department of C&I. She obtained her PhD from The University of Hong Kong and her doctoral dissertation on a longitudinal intervention on promoting Chinese students’ academic self-concept and academic achievement was awarded the "Highly Commended Dissertation Award" by the Global SELF Research Network (2013); selection panel was chaired by Prof. Herbert Marsh (Top 1% Highly-Cited Researcher in the Social Sciences and one of the most productive educational psychologists in the world). She is also the Principal Investigator (PI)/co-PI/Co-I of over 20 research projects (including extremely competitive external funds like Early Career Scheme fund (1 project), General Research Funds (GRF, 5 projects) awarded by University Grants Committee, Hong Kong SAR). She has over 80 publications (including SSCI journal articles, chapters and refereed conference papers) in the fields of educational psychology and assessment. She is also primary and co-supervisor of PhD and EdD students. Her publications have appeared in top-ranked SSCI journals, such as Educational Psychology, Journal of Educational Technology & Society, The Asia-Pacific Education Researcher, International Journal of Disability, and International Journal of Inclusive Education. In 2018, Dr. Yang received the “Best Paper Award” issued by The Hong Kong Institute of Educational Research (HKERA) for her paper entitled: Perceived usefulness of teacher feedback, school engagement, and psychological well-being of Chinese students: The self-system processes perspective. According to HKERA, high scoring papers signpost originality, rigor and significance. She is the chief editor of a special issue on the Power of Teacher Feedback in Affecting Student Learning and Achievement: Insights from Students’ Perspective in Educational Psychology (SSCI journal; it is available at https://www.tandfonline.com/toc/cedp20/41/7?nav=tocList ). Recently, her co-edited book on Assessment as Learning was published by Routledge. It is available to order at https://www.routledge.com/Assessment-as-Learning-Maximising-Opportunities-for-Student-Learning-and/Yan-Yang/p/book/9780367509972 For more details of Dr. Joy Yang’s work, please visit https://pappl.eduhk.hk/rich/web/person.xhtml?pid=152193&name=YANG-Lan | |
