Personalized Feedback Leveraging Learning Analytics: An Experimental Study on Student Behaviors and Perceptions (Poster 39)

• In Event: AERA Poster Session Sunday 11:40 a.m.
  In Poster Session: Learning Environments and Pedagogical Strategies

Abstract

This study investigated the impact of personalized feedback messages leveraging learning analytics on student behaviors and perceptions through an experimental design with random assignment in a large chemistry class. Those in the experimental group received personalized feedback messages based on their current level of engagement that encouraged them to start homework early and try doing practice problems. The control group received generic messages on the same topics. There were no significant differences between the two groups in the pre-intervention period. Compared to the control group, the experimental group started homework significantly earlier and was more likely to attempt practice problems during the intervention phase. Interestingly, students’ self-reported perceptions of the messages’ helpfulness and motivation were similar between the two groups.

Authors

• Jae-eun Russell, University of Iowa

• Anna Smith, University of Iowa

• Salim George, University of Iowa

• Adam Brummett, University of Iowa