Peer-reviewed research publications or articles related to the Process Feedback project
Publications that directly support the research and development of the Process Feedback project, or to which the project was a significant contributor.
Badri Adhikari
This was the first peer-reviewed research publication on Process Feedback. It introduces the central idea of the tool, how it directly helps students develop metacognition, and how it respects their privacy.
Education Sciences ArticleBadri Adhikari, Sameep Dhakal, and Aadya Jha
With around 200 student participants, this paper discusses an interesting finding: AI feedback features were found to be most useful for students learning to code compared to those who already have some coding experience. It also finds that female students find the AI feedback feature more helpful.
IEEE Frontiers in Education ArticleKate Arendes, Shea Kerkhoff, and Badri Adhikari
This paper surveys several teachers and students who used Process Feedback in their classes. It finds that when tools like Process Feedback are introduced in a way that students perceive as potentially beneficial to their learning, they are more open to using them in their work.
Edukasiana: Jurnal Inovasi Pendidikan ArticlePublications that explore similar ideas, indirectly support Process Feedback's core research, or cite the project.
Nina Vandermeulen, Elke Van Steendam, and Gert Rijlaarsdam
This research study, involving sixty-five tenth-grade Dutch students, found that implementing the process feedback approach for just one week led to an improvement in writing quality that would typically take a year to achieve. This paper was a key inspiration for the Process Feedback project.
Written Communication ArticleRaymond Oenbring
This paper explores how process-based analytics can shift the focus from final writing products to the actual effort and engagement demonstrated by students during the drafting process. It argues that by making this 'hidden' labor visible, educators can better support student development and move beyond the limitations of traditional outcome-based assessment.
The Journal of Writing Analytics ArticleBadri Adhikari, Rusha Manandhar, and Arpan Paudel
Much of the cognitive work involved in writing—planning, pausing, revising, and restructuring ideas—leaves little visible evidence once a document is finished. This paper introduces a new approach that uses generative AI as a reflection partner, helping students engage with their own writing process and strengthen metacognitive learning.
International Online Conference on Educa... Article
Explore the articles to see how these findings play out in real teaching and learning.