Highly informative feedback using learning analytics: how feedback literacy moderates student perceptions of feedback

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Dades bibliogràfiques
Publicat a:	International Journal of Educational Technology in Higher Education vol. 22, no. 1 (Dec 2025), p. 43
Autor principal:	Weidlich, Joshua
Altres autors:	Fink, Aron, Frey, Andreas, Jivet, Ioana, Gombert, Sebastian, Menzel, Lukas, Giorgashvili, Tornike, Yau, Jane, Drachsler, Hendrik
Publicat:	Springer Nature B.V.
Matèries:	Higher education Feedback Literacy Teacher education Student attitudes Collaborative virtual environments Educational technology Automation Cognitive tasks Distance learning Customization Students Motivation Perceptions Artificial intelligence Learning analytics Collaborative learning Helping behavior Collaboration Student teacher relationship Self control Teachers Learning Task completion Student-centered learning Cooperative learning Selfreflection Group processes Educational activities Self regulation Regulation Groups Classrooms Incentives Literature Reviews Error Correction Influence of Technology Attention Span Learning Processes Academic Achievement Researchers Learning Theories Meta Analysis Intelligence Electronic Learning Individual Differences Formative Evaluation Emotional Response Learner Engagement Programming
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Descripció
Resum:	Quality feedback is essential for supporting student learning in higher education, yet personalized feedback at scale remains costly. Advances in learning analytics and artificial intelligence now enable the automated delivery of personalized feedback to many students simultaneously. At the same time, recent feedback research increasingly emphasizes learner-centered approaches, particularly the role of feedback literacy—students' varying capacities to engage with and benefit from feedback. Despite growing interest, few studies have quantified how feedback literacy affects students' perceptions of feedback, especially in technology-supported contexts. To address this, we examined (1) students' perceptions of personalized, detailed feedback generated via learning analytics and (2) how feedback literacy moderated these perceptions. In a randomized field experiment, teacher education students (N = 196) participated in a week-long computer-supported collaborative learning task on cognitive activation in the classroom. Both groups received automated, personalized feedback: the control group received basic feedback on task completion, while the experimental group received detailed feedback on group processes and the quality of their collaborative statement. The highly informative feedback significantly improved perceptions of feedback helpfulness, enhanced learning insights, and supported self-reflection and self-regulation. Feedback literacy partially moderated these effects, influencing perceptions of feedback helpfulness and motivational regulation.
ISSN:	2365-9440 1698-580X
DOI:	10.1186/s41239-025-00539-9
Font:	Political Science Database