Seyyed Kazem Banihashem
Biographic Data
| ID | 8901790 |
|---|---|
| NAME | Seyyed Kazem Banihashem |
| GIVEN NAMES | Seyyed Kazem |
| FAMILY NAME | Banihashem |
| SIGNATURE | BANIHASHEM S K |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0000-0002-9978-3783 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Responsible generative AI in higher education
Generative AI (GenAI) tools offer opportunities to support higher education students in adopting effective learning strategies, an area where guidance is lacking. Although evidence-based strategies such as retrieval practice and distributed practice enhance long-term learning, students frequently rely on less effective approaches due to limited instruction. GenAI could provide personalised, just-in-time support, but concerns about accuracy, trust…
Understanding peer feedback uptake
Background Although the significance of responding to peer feedback for enhancing learning is well-established, research on the prediction of perceived peer feedback literacy and situational factors on students' uptake behaviors remains limited. Aim This study aims to explore how perceived Peer Feedback Literacy (PFL) and perceived situational factors (i.e., perceived essay quality, understanding of received feedback, and agreement with received …
Can AI feedback stand alone for fostering students’ presentation performance? A comparison of AI-only versus teacher-supported AI feedback
Studies have shown the potential of automated feedback for supporting students’ presentation skills in Immersive Virtual Reality (IVR) environments. However, the extent to which students can independently uptake AI feedback messages, or whether they need teacher support in this task, remains unclear. This experimental study aims to investigate the impact of AI feedback without (AI-only) and with teacher support (teacher-supported AI feedback), re…
Bridging AI chatbot use and critical thinking
Students are increasingly using AI chatbots for educational purposes in higher education, yet there are concerns about their effects on students’ critical thinking. Although developing AI literacy is considered essential for addressing these concerns, limited evidence exists regarding whether – and how – AI literacy mediates the relationship between chatbot use and critical thinking. This study employed an exploratory descriptive-correlational re…
AI assistance in peer feedback provision
Engaging students in peer feedback offers significant learning benefits by promoting collaboration, critical thinking, and skill development. However, challenges persist because many students struggle to provide constructive and actionable feedback due to gaps in disciplinary knowledge and pedagogical skills. This study investigates whether Generative AI (GenAI) can help address these challenges by supporting students in delivering high-quality p…
Chatbots in education
A Critical Review of Using Learning Analytics for Formative Assessment
Optimizing Formative Assessment with Learning Analytics
Formative assessment is a key element of effective education. Recently, a growing body of evidence has highlighted the potential of learning analytics to support formative assessment. However, this evidence is sparse, and concerns have been raised about the connection between learning analytics results and formative assessment models. When learning analytics results do not align well with formative assessment models, teachers may be hesitant to p…
Assessing student perceptions and use of instructor versus AI ‐generated feedback
Despite the growing research interest in the use of large language models for feedback provision, it still remains unknown how students perceive and use AI‐generated feedback compared to instructor feedback in authentic settings. To address this gap, this study compared instructor and AI‐generated feedback in a Java programming course through an experimental research design where students were randomly assigned to either condition. Both feedback …
Consistency in providing peer feedback
The value of peer feedback for learning depends upon students regularly providing high-quality feedback to their peers, but little is known about the factors influencing feedback-providing behaviors. This study explores the consistency of students’ feedback-providing behaviors and its relations to students’ writing ability (an individual differences factor) and reviewed essay quality (a situational factor). Feedback-providing behaviors were model…
Does perception mean learning? Insights from an online peer feedback setting
Many peer feedback studies examined students’ perceptions. Yet, little is known about how perceived and actual learning are related, and how they are influenced by individual and contextual characteristics including success level, educational level, gender, and academic major. This exploratory study addressed this research gap. Students from a Dutch university (N = 284) attended a three-week online module during which they were engaged in peer fe…
A SWOT analysis of ChatGPT
ChatGPT is an AI tool that has sparked debates about its potential implications for education. We used the SWOT analysis framework to outline ChatGPT’s strengths and weaknesses and to discuss its opportunities for and threats to education. The strengths include using a sophisticated natural language model to generate plausible answers, self-improving capability, and providing personalised and real-time responses. As such, ChatGPT can increase acc…
Feedback sources in essay writing
Peer feedback is introduced as an effective learning strategy, especially in large-size classes where teachers face high workloads. However, for complex tasks such as writing an argumentative essay, without support peers may not provide high-quality feedback since it requires a high level of cognitive processing, critical thinking skills, and a deep understanding of the subject. With the promising developments in Artificial Intelligence (AI), par…
How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning
This study explored the effects of directed and undirected online peer feedback types on students’ peer feedback performance, argumentative essay writing skills, and acquisition of domain-specific knowledge. The study used a pre-test and post-test design with four conditions (feedback, feedforward, a combination of feedback and feedforward, and undirected feedback). In this exploratory study, 221 undergraduate students, who were randomly assigned…
Online peer feedback patterns of success and failure in argumentative essay writing
In peer feedback literature, little is known about the patterns of success for peer feedback activities in online learning environments. This study aims to explore the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing. In this exploratory study, 330 higher education students were asked to perform three tasks in three consecutive weeks. In the first week, they were ask…
Using multimodal learning analytics as a formative assessment tool
Learning analytics for online game-Based learning
Game-based learning researchers have been investigating various means to maximise learning in educational games. One promising venue in recent years has been the use of learning analytics in online game-based learning environments. However, little is known about how different elements of learning analytics (e.g. data types, techniques methods, and stakeholders) contribute to game-based learning practices within online learning environments. There…
Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments
This study adopted a pre-test–post-test design to explore gender differences in argumentative essay writing and peer review performance and uptake within a higher education context. To do this,as part of a bigger project, 101 students were asked to individually write an argumentative essay, engage in peer review activities and revise their original essay based on the received reviews from peers.The findings showed that female students perform bet…
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills
This study investigates the effects of three Collaborative Reasoning (CR) strategies including pre-trained CR, scripted CR, and pre-trained + scripted (mixed) CR on the argumentative decision-making skills of primary school students. Forty-six school students were requested to write a reflective essay on a social-moral issue, and after participating in a six-week story-based CR with three different conditions, they were asked to write their refle…
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A systematic review of the role of learning analytics in enhancing feedback practices in higher education
The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills
This study investigates the effects of three Collaborative Reasoning (CR) strategies including pre-trained CR, scripted CR, and pre-trained + scripted (mixed) CR on the argumentative decision-making skills of primary school students. Forty-six school students were requested to write a reflective essay on a social-moral issue, and after participating in a six-week story-based CR with three different conditions, they were asked to write their refle…
Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments
This study adopted a pre-test–post-test design to explore gender differences in argumentative essay writing and peer review performance and uptake within a higher education context. To do this,as part of a bigger project, 101 students were asked to individually write an argumentative essay, engage in peer review activities and revise their original essay based on the received reviews from peers.The findings showed that female students perform bet…
A SWOT analysis of ChatGPT
ChatGPT is an AI tool that has sparked debates about its potential implications for education. We used the SWOT analysis framework to outline ChatGPT’s strengths and weaknesses and to discuss its opportunities for and threats to education. The strengths include using a sophisticated natural language model to generate plausible answers, self-improving capability, and providing personalised and real-time responses. As such, ChatGPT can increase acc…
Feedback sources in essay writing
Peer feedback is introduced as an effective learning strategy, especially in large-size classes where teachers face high workloads. However, for complex tasks such as writing an argumentative essay, without support peers may not provide high-quality feedback since it requires a high level of cognitive processing, critical thinking skills, and a deep understanding of the subject. With the promising developments in Artificial Intelligence (AI), par…
How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning
This study explored the effects of directed and undirected online peer feedback types on students’ peer feedback performance, argumentative essay writing skills, and acquisition of domain-specific knowledge. The study used a pre-test and post-test design with four conditions (feedback, feedforward, a combination of feedback and feedforward, and undirected feedback). In this exploratory study, 221 undergraduate students, who were randomly assigned…
Online peer feedback patterns of success and failure in argumentative essay writing
In peer feedback literature, little is known about the patterns of success for peer feedback activities in online learning environments. This study aims to explore the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing. In this exploratory study, 330 higher education students were asked to perform three tasks in three consecutive weeks. In the first week, they were ask…
Using multimodal learning analytics as a formative assessment tool
Learning analytics for online game-Based learning
Game-based learning researchers have been investigating various means to maximise learning in educational games. One promising venue in recent years has been the use of learning analytics in online game-based learning environments. However, little is known about how different elements of learning analytics (e.g. data types, techniques methods, and stakeholders) contribute to game-based learning practices within online learning environments. There…
Chatbots in education
A Critical Review of Using Learning Analytics for Formative Assessment
Optimizing Formative Assessment with Learning Analytics
Formative assessment is a key element of effective education. Recently, a growing body of evidence has highlighted the potential of learning analytics to support formative assessment. However, this evidence is sparse, and concerns have been raised about the connection between learning analytics results and formative assessment models. When learning analytics results do not align well with formative assessment models, teachers may be hesitant to p…
Assessing student perceptions and use of instructor versus AI ‐generated feedback
Despite the growing research interest in the use of large language models for feedback provision, it still remains unknown how students perceive and use AI‐generated feedback compared to instructor feedback in authentic settings. To address this gap, this study compared instructor and AI‐generated feedback in a Java programming course through an experimental research design where students were randomly assigned to either condition. Both feedback …
Consistency in providing peer feedback
The value of peer feedback for learning depends upon students regularly providing high-quality feedback to their peers, but little is known about the factors influencing feedback-providing behaviors. This study explores the consistency of students’ feedback-providing behaviors and its relations to students’ writing ability (an individual differences factor) and reviewed essay quality (a situational factor). Feedback-providing behaviors were model…
Does perception mean learning? Insights from an online peer feedback setting
Many peer feedback studies examined students’ perceptions. Yet, little is known about how perceived and actual learning are related, and how they are influenced by individual and contextual characteristics including success level, educational level, gender, and academic major. This exploratory study addressed this research gap. Students from a Dutch university (N = 284) attended a three-week online module during which they were engaged in peer fe…
Responsible generative AI in higher education
Generative AI (GenAI) tools offer opportunities to support higher education students in adopting effective learning strategies, an area where guidance is lacking. Although evidence-based strategies such as retrieval practice and distributed practice enhance long-term learning, students frequently rely on less effective approaches due to limited instruction. GenAI could provide personalised, just-in-time support, but concerns about accuracy, trust…
Understanding peer feedback uptake
Background Although the significance of responding to peer feedback for enhancing learning is well-established, research on the prediction of perceived peer feedback literacy and situational factors on students' uptake behaviors remains limited. Aim This study aims to explore how perceived Peer Feedback Literacy (PFL) and perceived situational factors (i.e., perceived essay quality, understanding of received feedback, and agreement with received …
Can AI feedback stand alone for fostering students’ presentation performance? A comparison of AI-only versus teacher-supported AI feedback
Studies have shown the potential of automated feedback for supporting students’ presentation skills in Immersive Virtual Reality (IVR) environments. However, the extent to which students can independently uptake AI feedback messages, or whether they need teacher support in this task, remains unclear. This experimental study aims to investigate the impact of AI feedback without (AI-only) and with teacher support (teacher-supported AI feedback), re…
Bridging AI chatbot use and critical thinking
Students are increasingly using AI chatbots for educational purposes in higher education, yet there are concerns about their effects on students’ critical thinking. Although developing AI literacy is considered essential for addressing these concerns, limited evidence exists regarding whether – and how – AI literacy mediates the relationship between chatbot use and critical thinking. This study employed an exploratory descriptive-correlational re…
AI assistance in peer feedback provision
Engaging students in peer feedback offers significant learning benefits by promoting collaboration, critical thinking, and skill development. However, challenges persist because many students struggle to provide constructive and actionable feedback due to gaps in disciplinary knowledge and pedagogical skills. This study investigates whether Generative AI (GenAI) can help address these challenges by supporting students in delivering high-quality p…
Mathematics education (11 works) · Psychology (11 works) · Computer Science (10 works) · Student Assessment and Feedback (10 works) · Peer feedback (9 works) · Innovative Teaching and Learning Methods (7 works) · Online Learning and Analytics (7 works) · Artificial Intelligence in Healthcare and Education (5 works) · Multimedia (5 works) · Pedagogy (5 works)