A Design Study on Technology-Based Learning Progress Feedback (LPF)

• In Event: D&D- Digital Learning Innovations (v)

Short Description

This study defined Learning Progress Feedback (LPF) as formative feedback about student trajectories toward solving a problem. We developed two LPF prototypes in a learning system with which we investigated students’ reactions to the LPF features. We conducted a mixed-methods analysis using 35 student data gathered from a graduate-level online course. Results demonstrated that students benefited from the two LPF designs to navigate their learning progress but differed in their preference and learning behaviors.

Author

• Presenter: Min Kyu Kim, Georgia State University