Teacher Strategies in K-12 Online Math Education: Decoding Positive Affective Feedback Using Multimodal Data (Poster 13)

• In Event: AERA Poster Session Thursday 5:25 p.m.
  In Poster Session: Research in Mathematics Education

Abstract

This study explores teachers' allocation of positive affective feedback (PAF) in online math assignments using multimodal learning analytics. It identifies key elements in teachers' feedback and students' behaviors influencing PAF presence. The research analyzes disparities in student scores, problem grades, types, and feedback readability using feature selection, clustering, and Mann-Whitney U tests. Findings reveal linguistic characteristics and strategies of teacher-provided PAF, showing a tendency to offer PAF to high-scoring, younger K-12 students on challenging assignments. The study highlights potential PAF imbalances and key factors for effective feedback, providing guidance on designing tailored strategies to improve educational outcomes.

Authors

• Hai Li, University of Florida

• Wanli Xing, University of Florida