Impact of Automated Feedback on Interest Development: Mediated by Student Perception of Feedback Usefulness

• In Event: Student Experiences With Classroom Assessment

Abstract

Interest development is a central goal of STEM secondary school education and prepares students for a meaningful societal participation in socio-scientific discourses. In an experimental study (N = 463) within a digital learning environment we compared the impact of adaptive, specific, and global feedback on interest change via student perception of feedback usefulness. Results revealed that adaptive and specific feedback were perceived as more useful than global feedback. Moreover, perceived usefulness mediated the effect from feedback on interest change after feedback as well as after revision. Our findings highlight the importance of student perceptions within the feedback process in determining feedback effectiveness. Findings are valuable for researchers and developers alike in designing digital learning environments fostering student interest development.

Authors

• Jan Luca Bahr, Leibniz Institute for Science and Mathematics Education
  Presenting Author

• Lars Höft, DIPF | Leibniz Institute for Research and Information in Education
  Non-Presenting Author

• Thorben Jansen, Leibniz Institute for Science and Mathematics Education
  Non-Presenting Author