Using Affection Supportive Feedback to Promote Students Engagement in Web-Based Science Learning Environment

• In Event: Examining and Increasing Student Engagement

Abstract

Grounded in the Feedback Triangle Theory, this study adopts an experimental design to investigate whether providing affection supportive feedback (ASF) could successfully facilitate students’ web-based science learning. A total of 220 5th grade Chinese students participated in the study and completed questionnaires on feedback perception and basic psychological needs satisfaction. Their utilization of feedbacks were assessed by analyzing their logfiles and their academic performance were measured using pre- and post- tests. The results showed that providing ASF for students could significantly enhance students’ relatedness needs satisfaction, reduce feedback ignorance, increase revision behaviors, and then improve their performances in learning. The findings highlighted the importance of establishing trust and showing sympathy in the process of delivering feedbacks to students.

Authors

• Jingwen He, Beijing Normal University

• Bihui Jin, Beijing Normal University

• Danhui Zhang, Beijing Normal University