Interactive Feedback for Learning Mathematics in a Digital Learning Environment
The COVID-19 pandemic has evidenced a need for tools and methodologies to support students’ autonomous learning and the formative assessment practices in distance education contexts, especially for students from challenging backgrounds. This paper proposes a conceptualization of Interactive Feedback...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/11/6/279 |
| _version_ | 1827690505644802048 |
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| author | Alice Barana Marina Marchisio Matteo Sacchet |
| author_facet | Alice Barana Marina Marchisio Matteo Sacchet |
| author_sort | Alice Barana |
| collection | DOAJ |
| description | The COVID-19 pandemic has evidenced a need for tools and methodologies to support students’ autonomous learning and the formative assessment practices in distance education contexts, especially for students from challenging backgrounds. This paper proposes a conceptualization of Interactive Feedback (IF) for Mathematics, which is a step-by-step interactive process that guides the learner in the resolution of a task after one or more autonomous tentative. This conceptualization is grounded on theories and models of automatic assessment, formative assessment, and feedback. We discuss the effectiveness of the IF for engaging students from low socio-economic contexts in closing the gap between current and reference performance through a didactic experimentation involving 299 Italian students in grade 8. Using quantitative analyses on data from the automatic assessment, we compared the results of the first and last attempts in activities with and without IF, based on algorithmic parameters so that the task changes at every attempt. We found that IF was more effective than other kinds of activities to engage learners in actions aimed at improving their results, and the effects are stronger in low socio-economic contexts. |
| first_indexed | 2024-03-10T10:41:08Z |
| format | Article |
| id | doaj.art-85c833fdf7fb4f088de139e6e7a29d24 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T10:41:08Z |
| publishDate | 2021-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-85c833fdf7fb4f088de139e6e7a29d242023-11-21T22:58:19ZengMDPI AGEducation Sciences2227-71022021-06-0111627910.3390/educsci11060279Interactive Feedback for Learning Mathematics in a Digital Learning EnvironmentAlice Barana0Marina Marchisio1Matteo Sacchet2Department of Molecular Biotechnology and Health Sciences, University of Turin, Via Nizza 52, 10126 Torino, ItalyDepartment of Molecular Biotechnology and Health Sciences, University of Turin, Via Nizza 52, 10126 Torino, ItalyDepartment of Molecular Biotechnology and Health Sciences, University of Turin, Via Nizza 52, 10126 Torino, ItalyThe COVID-19 pandemic has evidenced a need for tools and methodologies to support students’ autonomous learning and the formative assessment practices in distance education contexts, especially for students from challenging backgrounds. This paper proposes a conceptualization of Interactive Feedback (IF) for Mathematics, which is a step-by-step interactive process that guides the learner in the resolution of a task after one or more autonomous tentative. This conceptualization is grounded on theories and models of automatic assessment, formative assessment, and feedback. We discuss the effectiveness of the IF for engaging students from low socio-economic contexts in closing the gap between current and reference performance through a didactic experimentation involving 299 Italian students in grade 8. Using quantitative analyses on data from the automatic assessment, we compared the results of the first and last attempts in activities with and without IF, based on algorithmic parameters so that the task changes at every attempt. We found that IF was more effective than other kinds of activities to engage learners in actions aimed at improving their results, and the effects are stronger in low socio-economic contexts.https://www.mdpi.com/2227-7102/11/6/279automatic assessmentdigital learning environmentformative assessmentinteractive feedbacklearning mathematicsmathematics education |
| spellingShingle | Alice Barana Marina Marchisio Matteo Sacchet Interactive Feedback for Learning Mathematics in a Digital Learning Environment Education Sciences automatic assessment digital learning environment formative assessment interactive feedback learning mathematics mathematics education |
| title | Interactive Feedback for Learning Mathematics in a Digital Learning Environment |
| title_full | Interactive Feedback for Learning Mathematics in a Digital Learning Environment |
| title_fullStr | Interactive Feedback for Learning Mathematics in a Digital Learning Environment |
| title_full_unstemmed | Interactive Feedback for Learning Mathematics in a Digital Learning Environment |
| title_short | Interactive Feedback for Learning Mathematics in a Digital Learning Environment |
| title_sort | interactive feedback for learning mathematics in a digital learning environment |
| topic | automatic assessment digital learning environment formative assessment interactive feedback learning mathematics mathematics education |
| url | https://www.mdpi.com/2227-7102/11/6/279 |
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