Journal Article

Highly informative feedback using learning analytics: how feedback literacy moderates student perceptions of feedback

Gombert, Sebastian, Menzel, Lukas, Frey, Andreas, Giorgashvili, Tornike, Weidlich, Joshua, Drachsler, Hendrik, Jivet, Ioana, Fink, Aron, Yau, Jane

2025

Overview

Quality feedback is essential for supporting student learning in higher education, yet personalized feedback at scale remains costly. Advances in learning analytics and artificial intelligence now enable the automated delivery of personalized feedback to many students simultaneously. At the same time, recent feedback research increasingly emphasizes learner-centered approaches, particularly the role of feedback literacy—students' varying capacities to engage with and benefit from feedback. Despite growing interest, few studies have quantified how feedback literacy affects students' perceptions of feedback, especially in technology-supported contexts. To address this, we examined (1) students' perceptions of personalized, detailed feedback generated via learning analytics and (2) how feedback literacy moderated these perceptions. In a randomized field experiment, teacher education students (N = 196) participated in a week-long computer-supported collaborative learning task on cognitive activation in the classroom. Both groups received automated, personalized feedback: the control group received basic feedback on task completion, while the experimental group received detailed feedback on group processes and the quality of their collaborative statement. The highly informative feedback significantly improved perceptions of feedback helpfulness, enhanced learning insights, and supported self-reflection and self-regulation. Feedback literacy partially moderated these effects, influencing perceptions of feedback helpfulness and motivational regulation.

• Publisher: Springer International Publishing,Springer Nature B.V,SpringerOpen
• Subject: Academic Achievement / Artificial intelligence / Attention Span / Automation / Classrooms / Cognitive tasks / Collaboration / Collaborative learning / Collaborative virtual environments / Computer Appl. in Social and Behavioral Sciences / Computer Science / Computers and Education / Cooperative learning / Customization / Distance learning / Educational activities / Educational Technology / Electronic Learning / Emotional Response / Error Correction / Feedback / Feedback literacy / Formative Evaluation / Group processes / Groups / Helping behavior / Higher Education / Highly informative / Humanities / Incentives / Individual Differences / Influence of Technology / Information Systems Applications (incl.Internet) / Intelligence / Law / Learner Engagement / Learning / Learning analytics / Learning Processes / Learning Theories / Literacy / Literature Reviews / Meta Analysis / Motivation / Perceptions / Personalized feedback / Programming / Regulation / Research Article / Researchers / Self control / Self regulation / Selfreflection / Statistics for Social Sciences / Student attitudes / Student teacher relationship / Student-centered learning / Students / Task completion / Teacher education / Teachers