More is not always better: Exploring the relationship between digital inquiry-based learning and academic performance and the moderating role of feedback

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: Feedback and Assessment in Digital Learning Environments

Abstract

Digital inquiry-based learning (IBL) has been widely used in different countries across various disciplines. But whether more engagement boosts academic achievement and how can digital feedback shape this relationship remain unclear. Based on social constructivism, this study employed 312,799 students from 51 economies to investigate the relationship between digital IBL and adolescents’ academic achievement and the potential moderating effect of digital feedback through teachers, peers, and software. The findings revealed an inverted U-shape relationship between digital IBL and students’ academic achievement. Moderate digital IBL participation significantly enhanced students’ academic performance, while too much engagement diminished their academic outcomes. Moreover, teacher feedback amplified the benefits of digital IBL, while peer and software-automated feedback helped reduce the negative effects of over-engagement.

Authors

• Qinhui Huang, Beijing Normal University

• Luyang Guo, University of Macau