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Learning, Design, and Technology pp 1–45Cite as

Technology and Feedback Design

Abstract

This chapter provides a synthesis of recent 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.

Keywords

  • Feedback
  • Educational technology
  • Modality
  • Learning

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Authors and Affiliations

  1. Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, VIC, Australia

    Phillip Dawson, Paige Mahoney & David Boud

  2. Faculty of Education, Monash University, Melbourne, VIC, Australia

    Michael Henderson, Tracii Ryan & Michael Phillips

  3. Department of Medical Education, University of Melbourne, Melbourne, VIC, Australia

    Elizabeth Molloy

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  1. Phillip Dawson
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  2. Michael Henderson
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Correspondence to Phillip Dawson .

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  1. College of Info, Ste G150, Univ of North Texas, Denton, Texas, USA

    Dr. Michael J Spector

  2. School of Education, Virginia Tech, Blacksburg, Virginia, USA

    Dr. Barbara B Lockee

  3. School of Education, Baker University, Overland Park, Kansas, USA

    Marcus D. Childress

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    Dawson, P. et al. (2018). Technology and Feedback Design. In: Spector, M., Lockee, B., Childress, M. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_124-1

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