Projects per year
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 language | English |
|---|---|
| Journal | Scandinavian Journal of Educational Research |
| Volume | 65 |
| Issue number | 6 |
| Pages (from-to) | 1037-1051 |
| Number of pages | 15 |
| ISSN | 0031-3831 |
| DOIs | |
| Publication status | Published - 19 Sept 2021 |
| MoE publication type | A1 Journal article-refereed |
Fields of Science
- Technology-enhanced feedback
- self-regulated learning
- emotions
- emojis
- STUDENTS
- ACHIEVEMENT
- PERFORMANCE
- METACOGNITION
- TEACHERS
- EMOTIONS
- AUTONOMY
- 516 Educational sciences
Projects
- 1 Finished
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Technology-enhanced assessment and training of domain-general cognitive competences
Vainikainen, M.-P. (Principal Investigator), Oinas, S. (Participant), Nyman, L. (Participant), Asikainen, M. (Participant), Hienonen, N. (Other), Koivuhovi, S. (Participant) & Gustavson, N. (Participant)
01/01/2018 → 31/01/2022
Project: University of Helsinki Three-Year Research Project