Saeed Latifi
Biographic Data
| ID | 9493496 |
|---|---|
| NAME | Saeed Latifi |
| GIVEN NAMES | Saeed |
| FAMILY NAME | Latifi |
| SIGNATURE | LATIFI S |
| AFFILIATIONS | Educational Technology, Kharazmi University, Tehran, Iran |
| ORCID | 0000-0003-0420-7474 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Generative AI offers more, but students revise less
Providing high-quality feedback on student writing is essential yet increasingly difficult due to rising class sizes and limited instructional capacity. Generative AI (GenAI) offers a promising and scalable alternative, but its effectiveness compared to traditional teacher feedback, particularly across different prompting techniques, remains uncertain. This study employed a quantitative, randomized three-group experimental design with 70 graduate…
Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning
This study compared the effects of worked example and scripting on students’ argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided over 40 dyads and assigned to two experimental conditions (worked example and scripting). An online peer feedback environment named EduTech was designed and students were tasked with writing an argumentative essay, engaging in peer feedback, and revising…
Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes
This study compared the effects of support for peer feedback, peer feedforward and their combination on students’ peer learning processes, argumentative essay quality and domain‐specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two‐factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward (n = 22), mixed (n = 20) and control gro…
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Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes
This study compared the effects of support for peer feedback, peer feedforward and their combination on students’ peer learning processes, argumentative essay quality and domain‐specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two‐factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward (n = 22), mixed (n = 20) and control gro…
Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning
This study compared the effects of worked example and scripting on students’ argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided over 40 dyads and assigned to two experimental conditions (worked example and scripting). An online peer feedback environment named EduTech was designed and students were tasked with writing an argumentative essay, engaging in peer feedback, and revising…
Generative AI offers more, but students revise less
Providing high-quality feedback on student writing is essential yet increasingly difficult due to rising class sizes and limited instructional capacity. Generative AI (GenAI) offers a promising and scalable alternative, but its effectiveness compared to traditional teacher feedback, particularly across different prompting techniques, remains uncertain. This study employed a quantitative, randomized three-group experimental design with 70 graduate…
Argumentative (3 works) · Peer feedback (3 works) · Student Assessment and Feedback (3 works) · Argumentation theory (2 works) · Computer Science (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Peer Assessment (2 works) · Psychology (2 works) · Reflective Practices in Education (2 works)