Recent and ongoing research in the fields of Educational Psychology and Empirical Educational Research will be presented and discussed in the research colloquium. In addition to scientists from the University of Augsburg, researchers from other research institutions will also report on their work. All colleagues, doctoral researchers and students are cordially invited.

Peer feedback can be beneficial for learning (e.g., Double et al., 2020), but needs scaffolding to en sure high feedback quality (Hornstein et al., 2025). To this end, supporting the feedback provider through AI generated feedback is a promising approach. However, it is unclear how exactly such AI support should be implemented: Should the AI generate feedback a) on the peer’s initial task solution or b) on the feedback draft? Therefore, in this experimental study, we compare different hybrid conditions with regard to how they differ in uptake and cross-textual linking, the resulting feedback quality, and how the receiver perceives the feedback.