FeedBook is an intelligent language tutoring system that provides immediate feedback to students and adaptively proposes activities that fit individual learning paths. The system supports individualized practice that is functionally integrated into a task-based foreign language classroom. To instantiate our general research and development vision, we currently focus on the 7th grade English curriculum in German secondary schools.
The AI2Teach project (2021-2026) introduces an innovative feature to the FeedBook - a teacher dashboard. With the help of the teacher dashboard providing real-time learning analytics and adaptive feedback, the project aims to enhance both personalized student learning and teacher-led instruction, creating a hybrid approach to education.
Tech-Team: Stephen Bodnar, Leona Colling, Walid El Hefny, Kristian Lange, Detmar Meurers, Tanja Schmidt, Mariia Soliar
The AI2Teach project has conducted a Randomized Controlled Trial that focused on training teachers to effectively incorporate AI into classroom teaching. The research examines how teacher training on technology-supported teaching and learning can improve classroom dynamics by enabling educators to use AI-powered tools.
Reference: Berens, F., Wendebourg, K., Kholin, M., Colling, L., Schmidt-Peterson, J., Hopp, M., Heck, T., Bodnar, S., El Hefny, W., Nuxoll, F., Deeg, C., Krey, K., Schrader, J., Schröter, H., Nagengast, B., Meurers, D., Trautwein, U. (2024). AI2Teach: Effectiveness of a teacher training on technology-supported teaching and learning. Pre-registration of the study design. PDF
The original FeedBook project (2016-2019) transformed a printed workbook into an intelligent tutoring system providing immediate feedback to learners. The full-year randomized controlled field study conducted at the end of the project was the first such study conducted in a German school context. It established the effectiveness of the immediate scaffolded feedback in an authentic German classroom setting.
Reference: Meurers, D., De Kuthy, K., Nuxoll, F., Rudzewitz, B., & Ziai, R. (2019). Scaling up intervention studies to investigate real-life foreign language learning in school. Annual Review of Applied Linguistics, 39, 161-188. DOI
DigBinDiff (2019-2023) investigated how digital differentiation and adaptive feedback help students by selecting tasks suited to their individual needs, improving their learning experience.
Reference: Quixal, M., Gawrilow, C., Meurers, D., Rudzewitz, B., Heck, T., & Xiong, Y. (2024). Supporting mastery learning by adapting exercise sequences in English as a foreign language to working memory and learner performance. DOI
The Interact4School project (2020-2023) focused on the integration of motivational feedback and a student dashboard supporting the transparent integration of the individualized practice into a task-oriented foreign language classroom.
Reference: Parrisius, C., Pieronczyk, I., Blume, C., Wendebourg, K., Pili-Moss, D., Assmann, M., ... & Trautwein, U. (2022). Using an intelligent tutoring system within a task-based learning approach in English as a foreign language classes to foster motivation and learning outcome (interact4school): Pre-registration of the study design. DOI
Colling, L., Deininger, H., Parrisius, C., von Keyserlingk, L., Bodnar, S., Holz, H., ... Meurers, D. (2025). How do learners practice? – theory-informed sequence analyses to investigate self-regulated learning processes and their link to achievement. Educational Psychology, 1–24. DOI
Deininger, H., Parrisius, C., Lavelle-Hill, R., Meurers, D., Trautwein, U., Nagengast, B., & Kasneci, G. (2025). Who did what to succeed? individual differences in which learning behaviors are linked to achievement. In LAK 25: Proceedings of the 15th International Learning Analytics and Knowledge Conference (pp. 771-782). DOI
Holz, H., Wendebourg, K., Pieronczyk, I., Bodnar, S., Meurers, D., Parrisius, C. (2025). Design and User Preferences of Pedagogical Agents for an Intelligent Tutoring System for EFL. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. Proceedings of the 27th International Conference on Human-Computer Interaction (HCII). Lecture Notes in Computer Science, vol 15807. Springer, Cham. DOI
Pili-Moss, D., Hamrick, P., Wendebourg, K., Schmidt, T., & Meurers, D. (2025). Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents. System, 131, 103656. DOI
Schmidt, T. (2025). Towards Adaptive Language Learning Acknowledging Linguistic Variability and Curricular Constraints. Doctoral Thesis. Informatics. University of Tübingen. DOI
Schmidt, T, & Pili-Moss, D. (2025). Effective digital practice in the competence-oriented English as a foreign language classroom in Germany: Focus on L2 development and feedback in an intelligent tutorial system. Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Taylor and Francis Inc., p. 146-158. DOI