Speaker: Dr. Isabel Fischer

Abstract: This research seminar explores the use of Action Design Research (ADR) to develop an in-house AI-based formative feedback tool over four iterative cycles between 2019 and 2024. The tool, designed to support self-regulated learning in academic writing, was refined through feedback from students, educators, developers, and researchers. To analyse the development process, the study applied framing theory: diagnostic framing (identifying problems), prognostic framing (proposing solutions), motivational framing (understanding adoption resistance), and legitimising framing (building trust to integrate the tool into the educational process). The research builds on mixed-methods empirical data (surveys and focus group discussions) and draws on Self-Regulated Learning (SRL) to establish ‘why’ and ‘what’ we aimed to develop, ethical principles to address ‘how’ we developed the tool at scale, and Prospect Theory to explain risk aversion and reluctance, particularly among educators. The session offers insights into overcoming development challenges and managing resistance, contributing to researchers’ and educators’ understanding of how ADR can support AI tool creation in disruptive contexts.

Short Bio: Isabel Fischer is an Associate Professor (Reader) of Responsible Digital Innovation and Education at the University of Warwick in the UK. She recently led the development of an AI-based formative feedback tool (see here for further information). In her research Isabel combines social inclusion, digital technologies, and education. Prior to joining academia Isabel worked in senior positions in the digital payment sector.