Can the Effect of Automated Elaborated Feedback Be Increased with Affective Feedback?
By: Deniz Yeşil and Fatma Bayrak
References
- Akbaba, S. (2006). Eğitimde Motivasyon. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 13, 343–361.
https://dergipark.org.tr/tr/pub/ataunikkefd/issue/2774/37170 - Artino, A. R. (2012). Academic self-efficacy: from educational theory to instructional practice. Perspectives on medical education, 1, 76–85. 10.1007/S40037-012-0012-5
- Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9),
1175 . 10.1037/0003-066x.44.9.1175 - Beatson, N. J., Berg, D. A., & Smith, J. K. (2018). The impact of mastery feedback on undergraduate students’ self-efficacy beliefs. Studies in Educational Evaluation, 59, 58–66. 10.1016/j.stueduc.2018.03.002
- Bozkurt, A. (2024). GenAI et al.: Cocreation, Authorship, Ownership, Academic Ethics and Integrity in a Time of Generative AI. Open Praxis, 16(1), 1–10. 10.55982/openpraxis.16.1.654
- Büyüköztürk, G., Akgün, Ö., Kahveci, Ö., & ve Demirel, F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeği’nin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207–239.
- Cabestrero, R., Quirós, P., Santos, O. C., Salmeron-Majadas, S., Uria-Rivas, R., Boticario, J., … Ferri, F. J. (2018). Some insights into the impact of affective information when delivering feedback to students. Behaviour & Information Technology, 37(12), 1252–1263. 10.1080/0144929X.2018.1499803
- Cai, Z., Gui, Y., Mao, P., Wang, Z., Hao, X., Fan, X., & Tai, R. H. (2023). The effect of feedback on academic achievement in technology-rich learning environments (TREs): A meta-analytic review. Educational Research Review, 39,
100521 . 10.1016/j.edurev.2023.100521 - Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gašević, D., & Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, 2,
100027 . 10.1016/j.caeai.2021.100027 - Cheng, K., Liang, J., & Tsai, C. (2015). Examining the role of feedback messages in undergraduate students’ writing performance during an online peer assessment activity. The Internet and Higher Education, 25, 78–84. 10.1016/j.iheduc.2015.02.001
- Cheng, K. H., & Hou, H. T. (2015). Exploring students’ behavioural patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: a progressive sequential analysis. Technology, Pedagogy and Education, 24(2), 171–188. 10.1080/1475939X.2013.822416
- Daniels, L. M., & Bulut, O. (2019). Students’ perceived usefulness of computerized percentage-only vs. descriptive score Reports: Associations with motivation and grades. Journal of Computer Assisted Learning, 36(2), 199–208. 10.1111/jcal.12398
- Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes for effective feedback: staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 25–36. 10.1080/02602938.2018.1467877
- Deci, E. L., & Ryan, R. M. (1985).
Intrinsic motivation and self-determination in human behavior . New York: Plenum. 10.1007/978-1-4899-2271-7 - Deci, E. L., & Ryan, R. M. (2000). The” what” and” why” of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227–268. 10.1207/S15327965PLI1104_01
- Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–50. 10.2307/3151312
- Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24(3), 175–213. 10.1023/A:1005614228250
- Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269–290. 10.1080/01443410.2013.785384
- Hassan, L., Dias, A., & Hamari, J. (2019). How motivational feedback increases user’s benefits and continued use: A study on gamification, quantified-self and social networking. International Journal of Information Management, 46, 151–162. 10.1016/j.ijinfomgt.2018.12.004
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81–112. 10.3102/003465430298487
- Heckler, A. F., & Mikula, B. D. (2016). Factors affecting learning of vector math from computer-based practice: Feedback complexity and prior knowledge. Physical Review Physics Education Research, 12(1),
010134 . 10.1103/PhysRevPhysEducRes.12.010134 - Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E., & Mahoney, P. (2019). The usefulness of feedback. Active Learning in Higher Education 22(3), 229–243. 10.1177/1469787419872393
- Hondrich, A. L., Decristan, J., Hertel, S., & Klieme, E. (2018). Formative assessment and intrinsic motivation: The mediating role of perceived competence. Zeitschrift für Erziehungswissenschaft, 21, 717–734. 10.1007/s11618-018-0833-z
- Hwang, G. J., Wang, S. Y., & Lai, C. L. (2021). Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics. Computers & Education, 160,
104031 . 10.1016/j.compedu.2020.104031 - Jiménez, S., Juárez-Ramírez, R., Castillo, V. H., Licea, G., Ramírez-Noriega, A., & Inzunza, S. (2018). A feedback system to provide affective support to students. Computer Applications in Engineering Education, 26(3), 473–483. 10.1002/cae.21900
- Jiménez, S., Juárez-Ramírez, R., Castillo, V. H., & Tapia Armenta, J. J. (2018).
Feedback and Affectivity in Intelligent Tutoring Systems . In: Affective Feedback in Intelligent Tutoring Systems. Human–Computer Interaction Series (pp. 5–26). Springer, Cham. 10.1007/978-3-319-93197-5_2 - Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14(1), 63–76. 10.1177/1469787412467125
- Jonsson, A., & Panadero, E. (2018).
Facilitating students’ active engagement with feedback . In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback. Cambridge University Press. 10.1017/9781316832134.026 - Kerman, N. T., Noroozi, O., Banihashem, S. K., Karami, M., & Biemans, H. J. (2022). Online peer feedback patterns of success and failure in argumentative essay writing. Interactive Learning Environments, 32(2), 1–13. 10.1080/10494820.2022.2093914
- Koenka, A. C. (2020). Grade expectations: the motivational consequences of performance feedback on a summative assessment. The Journal of Experimental Education, 90(1), 88–111. 10.1080/00220973.2020.1777069
- Kuklick, L., & Lindner, M. A. (2023). Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?. Contemporary Educational Psychology, 73,
102146 . 10.1016/j.cedpsych.2022.102146 - Lipnevich, A. A., Berg, D. A., & Smith, J. K. (2016).
Toward a model of student response to feedback . In Handbook of human and social conditions in assessment (pp. 169–185). Routledge. - Lipnevich, A. A., & Smith, J. K. (2022). Student – Feedback Interaction Model: Revised. Studies in Educational Evaluation, 75,
101208 . 10.1016/j.stueduc.2022.101208 - Lu, J., & Law, N. (2012). Online peer assessment: effects of cognitive and affective feedback. Instructional Science, 40, 257–275. 10.1007/s11251-011-9177-2
- Narciss, S., & Huth, K. (2006). Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction, 16(4), 310–322. 10.1016/j.learninstruc.2006.07.003
- Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37, 375–401. 10.1007/s11251-008-9053-x
- Nunnally, J. C., & Bernstein, I. H. (1994) The Assessment of Reliability. Psychometric Theory, 3, 248–292.
- Panadero, E., & Lipnevich, A. A. (2022). A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review, 35,
100416 . 10.1016/j.edurev.2021.100416 - Petrović, J., Pale, P., & Jeren, B. (2017). Online formative assessments in a digital signal processing course: Effects of feedback type and content difficulty on students learning achievements. Education and Information Technologies, 22, 3047–3061. 10.1007/s10639-016-9571-0
- Pintrich, P., Smith, D., Duncan, T., & Mckeachie, W. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor. Michigan.
48109 . 1259 - Rakoczy, K., Harks, B., Klieme, E., Blum, W., & Hochweber, J. (2013). Written feedback in mathematics: Mediated by students’ perception, moderated by goal orientation. Learning and Instruction, 27, 63–73. 10.1016/j.learninstruc.2013.03.002
- Rakoczy, K., Pinger, P., Hochweber, J., Klieme, E., Schütze, B., & Besser, M. (2019). Formative assessment in mathematics: Mediated by feedback’s perceived usefulness and students’ self-efficacy. Learning and Instruction, 60, 154–165. 10.1016/j.learninstruc.2018.01.004
- Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research, 8(2), 23–74.
- Shin, J., Kim, M. S., Hwang, H., & Lee, B. Y. (2018). Effects of intrinsic motivation and informative feedback in service-learning on the development of college students’ life purpose. Journal of Moral Education, 47(2), 159–174. 10.1080/03057240.2017.1419943
- Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. 10.3102/0034654307313795
- Song, B. K. (2022). Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy. Assessment & Evaluation in Higher Education, 47(8), 1444–1457. 10.1080/02602938.2022.2042187
- Tsai, C. C., & Liang, J. C. (2009). The development of science activities via on-line peer assessment: The role of scientific epistemological views. Instructional Science, 37, 293–310. 10.1007/s11251-007-9047-0
- Tseng, S.-C., & Tsai, C.-C. (2007). On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education, 49(4), 1161–1174. 10.1016/j.compedu.2006.01.007
- Van der Kleij, F. M., Eggen, T. J., Timmers, C. F., & Veldkamp, B. P. (2012). Effects of feedback in a computer-based assessment for learning. Computers & Education, 58(1), 263–272. 10.1016/j.compedu.2011.07.020
- Van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research, 85(4), 475–511. 10.3102/0034654314564881
- Walter, N., Ortbach, K., & Niehaves, B. (2015). Designing electronic feedback analyzing the effects of social presence on perceived usefulness. International Journal of Human Computer Studies, 76, 1–11. 10.1016/j.Ijhcs.2014.12.001
- Wang, S. L., & Wu, P. Y. (2008). The role of feedback and self-efficacy on web-based learning: The social cognitive perspective. Computers & Education, 51(4), 1589–1598. 10.1016/j.compedu.2008.03.004
- Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, Article
3087 . 10.3389/fpsyg.2019.03087 - Zhu, J., & Mok, M. C. M. (2018). Predicting primary students’ self-regulated learning by their prior achievement, interest, personal best goal orientation and teacher feedback. Educational Psychology, 38(9), 1106–1128. 10.1080/01443410.2018.1497775
DOI: https://doi.org/10.55982/openpraxis.17.3.857 | Journal eISSN: 2304-070X
Language: English
Page range: 516 - 528
Submitted on: Feb 26, 2025
Accepted on: Jun 6, 2025
Published on: Aug 11, 2025
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
© 2025 Deniz Yeşil, Fatma Bayrak, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.