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ABSTRACT

As a variety of commercial educational applications are currently being taken into daily use to provide technology-enhanced feedback, research is needed to observe whether pedagogical evidence of the impact of feedback on learning and well-being is being utilized. To this end, this study explores the connections between technology-enhanced feedback, motivation, competence and the relationship with teachers. A nationally representative sample of pupils undertaking Finnish basic education (N=2031) was analyzed using latent profile analysis. Seven patterns for receiving technology-enhanced feedback were identified. Most girls (80%) and boys (55%) belonged to groups receiving mainly positive feedback in the form of teacher praise, which was connected to the highest scores in all measured indicators. Although the results indicate teachers’ efforts to encourage pupils through technology-enhanced feedback, we also identified profiles in which pupils (up to 30%) repeatedly received negative feedback related to behavior problems or forgotten matters, as well as profiles in which pupils (5%) reported that they never received any technology-enhanced feedback at all. Pupils who did not receive any feedback reported the lowest values in all scales. The relationship with teachers was particularly weak for pupils receiving negative feedback or no feedback. The results indicate that current technology-enhanced feedback practices do not fully meet pedagogical knowledge concerning efficient feedback.

Keywords: technology-enhanced feedback, motivation, competence, academic well-being