@inproceedings{furuhashi-etal-2026-investigating,
title = "Investigating Learner-Aware Design of {LLM}-Generated Educational Feedback",
author = "Furuhashi, Momoka and
Nakayama, Kouta and
Kawai, Noboru and
Kodama, Takashi and
Sugawara, Saku and
Takami, Kyosuke",
editor = "Zhang, Yue and
Xu, Ruifeng and
Purwarianti, Ayu and
Rong, Tong and
Suzuki, Jun",
booktitle = "Findings of the {A}ssociation for {C}omputational {L}inguistics: {IJCNLP}-{AACL} 2026",
month = nov,
year = "2026",
address = "Hengqin, China",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/2026.findings-aacl.4/",
pages = "45--73",
ISBN = "979-8-89176-444-6",
abstract = "Although large language models (LLMs) show promise for generating educational feedback, it remains unclear how feedback should be designed (e.g., tone and coverage) to support answer revision and learner evaluations across learner profiles. We define six feedback designs for multiple-choice biology questions, including a baseline design and five variants with additional feedback elements, and conduct an empirical study with 321 high school students. We evaluate feedback using immediate revision performance and six subjective evaluation criteria, and analyze differences in subjective evaluations across learner profiles based on personality traits. Our results show that presenting task-relevant information clearly is associated with better immediate revision performance and is favorably evaluated across learner profiles, while we observe descriptive differences in evaluation patterns, particularly for informational novelty and affective framing. These findings support further investigation of personalized LLM feedback design."
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<abstract>Although large language models (LLMs) show promise for generating educational feedback, it remains unclear how feedback should be designed (e.g., tone and coverage) to support answer revision and learner evaluations across learner profiles. We define six feedback designs for multiple-choice biology questions, including a baseline design and five variants with additional feedback elements, and conduct an empirical study with 321 high school students. We evaluate feedback using immediate revision performance and six subjective evaluation criteria, and analyze differences in subjective evaluations across learner profiles based on personality traits. Our results show that presenting task-relevant information clearly is associated with better immediate revision performance and is favorably evaluated across learner profiles, while we observe descriptive differences in evaluation patterns, particularly for informational novelty and affective framing. These findings support further investigation of personalized LLM feedback design.</abstract>
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%0 Conference Proceedings
%T Investigating Learner-Aware Design of LLM-Generated Educational Feedback
%A Furuhashi, Momoka
%A Nakayama, Kouta
%A Kawai, Noboru
%A Kodama, Takashi
%A Sugawara, Saku
%A Takami, Kyosuke
%Y Zhang, Yue
%Y Xu, Ruifeng
%Y Purwarianti, Ayu
%Y Rong, Tong
%Y Suzuki, Jun
%S Findings of the Association for Computational Linguistics: IJCNLP-AACL 2026
%D 2026
%8 November
%I Association for Computational Linguistics
%C Hengqin, China
%@ 979-8-89176-444-6
%F furuhashi-etal-2026-investigating
%X Although large language models (LLMs) show promise for generating educational feedback, it remains unclear how feedback should be designed (e.g., tone and coverage) to support answer revision and learner evaluations across learner profiles. We define six feedback designs for multiple-choice biology questions, including a baseline design and five variants with additional feedback elements, and conduct an empirical study with 321 high school students. We evaluate feedback using immediate revision performance and six subjective evaluation criteria, and analyze differences in subjective evaluations across learner profiles based on personality traits. Our results show that presenting task-relevant information clearly is associated with better immediate revision performance and is favorably evaluated across learner profiles, while we observe descriptive differences in evaluation patterns, particularly for informational novelty and affective framing. These findings support further investigation of personalized LLM feedback design.
%U https://aclanthology.org/2026.findings-aacl.4/
%P 45-73
Markdown (Informal)
[Investigating Learner-Aware Design of LLM-Generated Educational Feedback](https://aclanthology.org/2026.findings-aacl.4/) (Furuhashi et al., Findings 2026)
ACL