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Examining the Effects of Digital Feedback on Student Engagement and Achievement
ARTICLE

Journal of Educational Computing Research Volume 43, Number 3, ISSN 0735-6331

Abstract

The purpose of this study was to examine the effects of using Tablet PC to provide feedback on student engagement and achievement in hybrid special education courses. Student engagement was determined by the number of hits and postings in online discussions. Student achievements were compared through pre- and post-tests on course content areas, pre- and post-surveys on course goals and objectives as well as open-ended interview questions. Findings from the surveys on feedback types indicated that the majority of students preferred digital feedback using Tablet PC and face-to-face conversation compared with other forms of feedback. Student engagement level was significantly increased and 80% of their postings were related to the feedback on their assignments. This finding suggests that individualized feedback was related to student engagement behavior. The pre- and post-test scores of participating classes showed significant difference of student achievement in content area. There was no significant difference between the two classes in achievement. Pre- and post-surveys showed that there was a significant change of students' goals and objectives throughout the period of taking the course. The interview results from the participating students confirmed this change. (Contains 9 tables and 1 figure.)

Citation

Xu, Y. (2010). Examining the Effects of Digital Feedback on Student Engagement and Achievement. Journal of Educational Computing Research, 43(3), 275-291. Retrieved December 15, 2019 from .

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