Assessment feedback, which is an important factor in student learning development, has been a source of dissatisfaction for many years. The technology used in universities such as Gradebook does not allow the tracking of student engagement with their feedback. In general, engagement is mainly reported via observation or students' self-report. This paper presents results from using a prototype application to track students' engagement with their feedback in three studies (n=218, n=70 and n=148) involving summative and formative assessment feedback. Using digital footprinting data, it was possible to gather detailed information on students' access and engagement with their feedback.
|Title of host publication||2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)|
|Number of pages||3|
|Publication status||Published - 8 Aug 2017|
- Frequency measurement
- Mobile communication
- assessment feedback
- digital footprinting
- learning analytics
- student engagement
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- School of Computing, Engineering and Physical Sciences - Senior Lecturer