Feedback is one of the most powerful influences on student learning, with extensive research examining how best to implement it in educational settings. Increasingly, feedback is being generated by artificial intelligence (AI), offering scalable and adaptive responses. Two widely studied approaches are directive feedback, which gives explicit explanations and reduces cognitive load to speed up learning, and metacognitive feedback which prompts learners to reflect, track their progress, and develop self-regulated learning (SRL) skills. While both approaches have clear theoretical advantages, their comparative effects on engagement, confidence, and quality of work remain underexplored. This study presents a semester-long randomised controlled trial with 329 students in an introductory design and programming course using an adaptive educational platform. Participants were assigned to receive directive, metacognitive, or hybrid AI-generated feedback that blended elements of both directive and metacognitive feedback. Results showed that revision behaviour differed across feedback conditions, with Hybrid prompting the most revisions compared to Directive and Metacognitive. Confidence ratings were uniformly high, and resource quality outcomes were comparable across conditions. These findings highlight the promise of AI in delivering feedback that balances clarity with reflection. Hybrid approaches, in particular, show potential to combine actionable guidance for immediate improvement with opportunities for self-reflection and metacognitive growth.

As people increasingly use AI systems in work and daily life, feedback mechanisms that help them use AI responsibly are urgently needed, particularly in settings where users are not equipped to assess the quality of AI predictions. We study a realistic Machine Translation (MT) scenario where monolingual users decide whether to share an MT output, first without and then with quality feedback. We compare four types of quality feedback: explicit feedback that directly give users an assessment of translation quality using (1) error highlights and (2) LLM explanations, and implicit feedback that helps users compare MT inputs and outputs through (3) backtranslation and (4) question-answer (QA) tables. We find that all feedback types, except error highlights, significantly improve both decision accuracy and appropriate reliance. Notably, implicit feedback, especially QA tables, yields significantly greater gains than explicit feedback in terms of decision accuracy, appropriate reliance, and user perceptions, receiving the highest ratings for helpfulness and trust, and the lowest for mental burden.

Given the constraint that the human's expected reward is satisfactory, how should we pick a distribution to model the human's choices?

The types of behavior interpreted as evidence of the reward function have expanded greatly in recent years. We've gone from demonstrations, to comparisons,

We thank the reviewers for their time and thoughtful feedback. This is what we were hoping for! 's main concern, and we take the opportunity's main critique is that there isn't a new method falling out of the formalism. We want to clarify that this is what is happening in Fig.1. This was our mistake, we will clarify!

Reinforcement learning is a general method for learning in sequential settings, but it can often be difficult to specify a good reward function when the task is complex. In these cases, preference feedback or expert demonstrations can be used instead. However, existing approaches utilising both together are often ad-hoc, rely on domain-specific properties, or won't scale. We develop a new framing for learning from human data, \emph{reward-rational partial orderings over observations}, designed to be flexible and scalable. Based on this we introduce a practical algorithm, LEOPARD: Learning Estimated Objectives from Preferences And Ranked Demonstrations. LEOPARD can learn from a broad range of data, including negative demonstrations, to efficiently learn reward functions across a wide range of domains. We find that when a limited amount of preference and demonstration feedback is available, LEOPARD outperforms existing baselines by a significant margin. Furthermore, we use LEOPARD to investigate learning from many types of feedback compared to just a single one, and find that combining feedback types is often beneficial.

Traditional surgical skill acquisition relies heavily on expert feedback, yet direct access is limited by faculty availability and variability in subjective assessments. While trainees can practice independently, the lack of personalized, objective, and quantitative feedback reduces the effectiveness of self-directed learning. Recent advances in computer vision and machine learning have enabled automated surgical skill assessment, demonstrating the feasibility of automatic competency evaluation. However, it is unclear whether such Artificial Intelligence (AI)-driven feedback can contribute to skill acquisition. Here, we examine the effectiveness of explainable AI (XAI)-generated feedback in surgical training through a human-AI study. We create a simulation-based training framework that utilizes XAI to analyze videos and extract surgical skill proxies related to primitive actions. Our intervention provides automated, user-specific feedback by comparing trainee performance to expert benchmarks and highlighting deviations from optimal execution through understandable proxies for actionable guidance. In a prospective user study with medical students, we compare the impact of XAI-guided feedback against traditional video-based coaching on task outcomes, cognitive load, and trainees' perceptions of AI-assisted learning. Results showed improved cognitive load and confidence post-intervention. While no differences emerged between the two feedback types in reducing performance gaps or practice adjustments, trends in the XAI group revealed desirable effects where participants more closely mimicked expert practice. This work encourages the study of explainable AI in surgical education and the development of data-driven, adaptive feedback mechanisms that could transform learning experiences and competency assessment.