Feedback
Adaptive digital feedback and self-regulated learning
Open access · cc by · source: Europe PMC
A semester-long mixed-methods study found task enjoyment and personalized adaptive feedback central to how university students plan and regulate learning with a digital tool.
Key findings
Quantitative and qualitative strands converged on task-related enjoyment as an important prerequisite for pre-actional planning, with personalized feedback shaping how students integrated guidance into learning actions. The study maps SRL across pre-actional, actional, and post-actional phases in a digital setting.
Methodology
Researchers embedded an adaptive learning tool (“studybuddy”) in a Swiss university methods course and followed students over a semester using a convergent parallel mixed-methods design. Quantitative SRL measures (n=33) were integrated with qualitative evidence on how learners perceived and used adaptive feedback across SRL phases.
Limitations
Authors note the lack of a control group, so effects cannot be definitively attributed to the tool. The small single-course sample limits generalizability beyond this higher-education context.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Task enjoyment and personalized adaptive feedback appear central to how university students plan and regulate learning with a digital tool.
Evidence for the claim as stated.
Personalized adaptive feedback through a digital tool shapes how university students integrate guidance into planning and learning actions.
Evidence for the claim as stated.
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