Pupils' Perceptions About Technology-enhanced Feedback: Do Emojis Guide Self-regulated Learning?

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Abstract

Although technology-enhanced feedback (TEF) from teachers to pupils is given daily, little is known about pupils' thoughts about this feedback in Finland. Pupils' perceptions were studied to evaluate whether TEF support self-regulated learning, as suggested. Interviews (N = 62) and questionnaires (N = 132) about pupils' perceptions and emotions related to TEF were analyzed. TEF, enriched with smiling emojis, is used to monitor performance and behavior. Reported emotions varied from joy to disappointment. TEF seems to direct pupils to understand that the appropriate behavior is one of the more desired learning goals and TEF may encourage pupils to become dependent on reassurance from teachers. To support pupils' self-regulatory skills, TEF should be developed to improve learning and support pupils' active participation on feedback as a process.
Original languageEnglish
JournalScandinavian Journal of Educational Research
Number of pages15
ISSN0031-3831
DOIs
Publication statusPublished - 16 Jul 2020
MoE publication typeA1 Journal article-refereed

Fields of Science

  • Technology-enhanced feedback
  • self-regulated learning
  • emotions
  • emojis
  • STUDENTS
  • ACHIEVEMENT
  • PERFORMANCE
  • METACOGNITION
  • TEACHERS
  • EMOTIONS
  • AUTONOMY
  • 516 Educational sciences

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