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Author

Kristian Burhan

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Review Open access Aug 2026

Wearable and Portable Psychophysiological Monitoring of Stress, Recovery, and Affective States in Competitive Athletes: A Systematic Literature Review of Evidence Published from 2021 to 2026

Four themes emerged: autonomic load, sleep and recovery, self-regulation, self-regulation, and individualized monitoring: HRV dominated, and Dual-channel monitoring is more defensible.

Rudyanto Rudyanto, M. Febrian, Kristian Burhan · 0 citations
Review Open access Sep 2026

Effects of AI-generated feedback on l2 writing: a PRISMA 2020 systematic review of performance, revision, and engagement outcomes

The evidence indicates that GenAI feedback most consistently supports local accuracy, lexical development, revision activity, and learner engagement, whereas effects on syntactic complexity, higher-order composing, and long-term retention are mixed or conditional.

Kristian Burhan · 0 citations
Review Open access Jul 2026

Virtual and augmented reality applications in sport and physical education learning: systematic literature review (2021–2026)

Overall, these technologies boosted learner engagement, real-time feedback, motor skills, and tactical understanding, but their effectiveness depended on learner expertise, visuospatial ability, instructional design, and teacher competence.

Kristian Burhan, I. Ifdil, Rudyanto Rudyanto · 0 citations
Review Open access Aug 2026

Large language models for personalized feedback and communicative skills in english learning: a systematic review

This systematic review synthesized evidence on personalized learning, automated feedback, speaking, writing, vocabulary, assessment, English for specific purposes (ESP), and physical education and identified four themes: feedback and writing support; speaking and personalized tutoring; changing learner-teacher roles; a...

Kristian Burhan, M. Desman · 0 citations
Review Open access Aug 2026

Large language models for english learning and writing: a systematic review for sport sciences

Evidence generally favoured structured, teacher-mediated GenAI use, while LLM assessment showed high reliability in some rubric-based tasks but variable validity, and GenAI was most consistently useful for feedback, revision, and self-regulated learning.

Kristian Burhan, M. Desman · 0 citations

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