Technology-Enhanced Feedback: Practices, Perceptions, and Influences on Learning and Well-Being of Pupils

• In Event: 25.082 - Fairmont Royal York Roundtable Session Three
  In Roundtable Session: 25.082-1 - Technology-Enhanced Formative Assessment and Feedback

Abstract

Computers and smartphones have changed the home-school interaction, and receiving technology-enhanced feedback from teachers has become a daily practice in Finland. This mixed-method study evaluates: 1) technology-enhanced feedback practices, 2) pupils’ perceptions, and 3) influence of feedback on learning and well-being of pupils. This is done by analysing 211 003 feedback notes for 7811 pupils, questionnaires for 9th graders (N = 2031), and interviewing pupils (N = 132). Results show that feedback is delivered unequally to pupils. Teacher praise was connected to higher motivation and the sense of competence, autonomy, and relatedness, which according to Self-Determination Theory are the foundation of lifelong learning and well-being (Ryan & Deci, 2000). The consequences of continuous negative feedback for some pupils are discussed.

Authors

• Sanna Oinas, University of Helsinki

• Mari-Pauliina Vainikainen, University of Helsinki

• Risto Hotulainen, University of Helsinki