The proposed study aims to provide suggestions to improve (semi-)automated systems for feedback generation and propose a feedback model that equips learners and teachers with the ‘digital feedback literacy’ required to face an increasingly technology-mediated learning environment. Specifically, this project will ask,What constitutes ‘good’ or ‘bad’ feedback? Are there discrepancies between perceptions and realisation of ‘good’ feedback? What are the impacts of automation on feedback pedagogy and learning experience?
This study will adopt mixed methods to investigate the three research questions. The results will be used to inform a model to develop digital feedback literacy in teachers and students.
We expect that the findings will contribute to our understanding of the impacts of (semi-)automated feedback on pedagogy and learning experience.