Improving learning achievement and self-regulated learning through AI-enabled formative assessment and visual reports: An experimental study

A total of 125 participants enrolled in ninth-grade biology courses participated in the experimental study and were assigned to one of two groups: a treatment group (n = 63), who received AI-enabled formative assessment in a visual format, and a control group (n = 62), who received a traditional assessment in the form of test scores and teacher feedback. Repeated-measures analysis of variance and nonparametric test results showed that the visual reports effectively improved students’ learning achievement. The results provide important implications for designing and implementing effective formative assessments supported by AI and visualization