This proposal aims to integrate Artificial Intelligence (AI)-enabled generative tools into the University’s undergraduate curriculum as a learning and teaching partner, fostering self-regulated learning (SRL) efficacy and stimulating critical and innovative thinking among students. The proposed 6-P pedagogical approach is designed to bolster students’ information literacy and academic integrity, guiding them through the non-sequential sixContinue reading “Enhancing Self-Regulated Learning Efficacy in Undergraduate Education through the Integration of AI-Enabled Generative Tools and the 6-P Pedagogy: A Learning and Teaching Partnership Approach”

Formative feedback is generated by teachers as strategies to engage learners to constantly reflect on how they can approach, orient, and evaluate learning, which leads to successful learning outcomes. This project adopts a quasi-experiment to evaluate the effectiveness of formative feedback strategies on students’ academic and psychological outcomes. Students from four courses (N=127) were invitedContinue reading “Studying Formative Feedback Strategies to Enhance Student Learning Outcomes”