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In distance project-based learning (PBL), reduced communication between teachers and learners makes it difficult to provide appropriate feedback, especially for inexperienced teaching assistants (coaches). This study proposes an LLM-based feedback generation method using learners’ activity reports and evaluates its effectiveness against coach-created feedback. An analysis of 216 informatics PBL activity reports showed that LLM-generated feedback outperformed coach-created feedback across feedback requirements, principles, and learning impact conditions. The findings suggest that LLM-based feedback generation can effectively support distance PBL.

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Evaluation of LLM-Based Feedback Generation for Distance Project-Based Learning

  • 会议论文

  • 发表日期：

    2026年

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  • Kosuke Sasaki,
  • Tomoo Inoue

摘要

In distance project-based learning (PBL), reduced communication between teachers and learners makes it difficult to provide appropriate feedback, especially for inexperienced teaching assistants (coaches). This study proposes an LLM-based feedback generation method using learners’ activity reports and evaluates its effectiveness against coach-created feedback. An analysis of 216 informatics PBL activity reports showed that LLM-generated feedback outperformed coach-created feedback across feedback requirements, principles, and learning impact conditions. The findings suggest that LLM-based feedback generation can effectively support distance PBL.