DER members Dawson, Henderson, Ryan, and Phillips, along with colleagues from Deakin and Melbourne universities have recently published a large review of how technology can support effective feedback design.
This chapter provides a synthesis of research into how technology can support effective feedback. It begins by adopting a definition of feedback in line with recent advances in feedback research. Rather than viewing feedback as mere information provision, feedback is viewed as an active process that students undertake using information from a variety of sources. The results of a systematic literature search into technology and feedback are then presented, structured around the parties involved in feedback: students, their peers, educators, and computers. The specific feedback technologies focused on include digital recordings; bug in ear technologies; automated feedback; and intelligent tutoring systems. Based on this synthesis of the literature, benefits, challenges and design implications are presented for key feedback technologies. The chapter concludes with a discussion of improved feedback approaches that are likely to be enabled by technology in the future
Dawson, P., Henderson, M., Ryan, T., Mahoney, P., Boud, D., Phillips, M., & Molloy, E.(2018). Technology and feedback design. In M. J. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy. Cham Switzerland: Springer. https://doi.org/10.1007/978-3-319-17727-4_124-1