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

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Abstrakti

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.
Alkuperäiskielienglanti
LehtiScandinavian Journal of Educational Research
Sivumäärä15
ISSN0031-3831
DOI - pysyväislinkit
TilaJulkaistu - 16 heinäkuuta 2020
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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