Students’ use of feedback when working on fractions with a digital learning platform and its effects on mathematical performance
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Proceedings of the Fourteenth Congress of European Research in Mathematics Education (CERME14). ed. / Marlana Bosch Casabo; Susana Carreira; Giorgio Bolondi; Michael Gaidoschick; Camilla Spagnolo. Bozen-Bolzano: Free University of Bozen-Bolzano, 2025. p. 2577-2584.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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RIS
TY - CHAP
T1 - Students’ use of feedback when working on fractions with a digital learning platform and its effects on mathematical performance
AU - Altenburger, Larissa
AU - Besser, Michael
PY - 2025
Y1 - 2025
N2 - The present study analyses the use of feedback – a factor that does not necessarily go along with higher performance – when working with fractions via a digital learning platform, and its impact on students' performance. In this context, in 2021/2022 a laboratory study was conducted with seventh graders from German schools. The students were randomly assigned to one out of two experimental groups. Within the groups, all students worked on fraction tasks by using a digital learning platform. The groups differed in the complexity of the feedback (right/wrong feedback vs. elaborated feedback) presented by the learning platform. Results highlight a low utilisation of right/wrong feedback and a very heterogeneous use of elaborated feedback, with increased use being associated with lower fractions performance. This can be partly explained by the students' prior knowledge. Educational stakeholders should therefore consider how feedback should be designed and implemented in the classroom so that it is (1) used by learners and (2) supports their learning.
AB - The present study analyses the use of feedback – a factor that does not necessarily go along with higher performance – when working with fractions via a digital learning platform, and its impact on students' performance. In this context, in 2021/2022 a laboratory study was conducted with seventh graders from German schools. The students were randomly assigned to one out of two experimental groups. Within the groups, all students worked on fraction tasks by using a digital learning platform. The groups differed in the complexity of the feedback (right/wrong feedback vs. elaborated feedback) presented by the learning platform. Results highlight a low utilisation of right/wrong feedback and a very heterogeneous use of elaborated feedback, with increased use being associated with lower fractions performance. This can be partly explained by the students' prior knowledge. Educational stakeholders should therefore consider how feedback should be designed and implemented in the classroom so that it is (1) used by learners and (2) supports their learning.
KW - Didactics of Mathematics
KW - feedback
KW - intelligent tutoring systems
KW - fractions
KW - Mathematics
M3 - Article in conference proceedings
SP - 2577
EP - 2584
BT - Proceedings of the Fourteenth Congress of European Research in Mathematics Education (CERME14)
A2 - Casabo, Marlana Bosch
A2 - Carreira, Susana
A2 - Bolondi, Giorgio
A2 - Gaidoschick, Michael
A2 - Spagnolo, Camilla
PB - Free University of Bozen-Bolzano
CY - Bozen-Bolzano
ER -