Can the Effect of Automated Elaborated Feedback Be Increased with Affective Feedback?

Yesil D., BAYRAK F.

OPEN PRAXIS, vol.17, no.3, pp.516-528, 2025 (ESCI, Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 17 Issue: 3
  • Publication Date: 2025
  • Doi Number: 10.55982/openpraxis.17.3.857
  • Journal Name: OPEN PRAXIS
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Directory of Open Access Journals, DIALNET
  • Page Numbers: pp.516-528
  • Hacettepe University Affiliated: Yes

Abstract

Feedback is a critical component of the learning process and is essential to reinforce the effect of feedback with affective elements. Due to technological developments, providing automated feedback has become easy. Therefore, this study examined the effect of automated elaborated feedback provided with affective feedback on situational intrinsic motivation, perceived usefulness of feedback, and perceived self-efficacy for learning and performance. A quasi-experimental approach with a static-group comparison design was employed. Participants were 74 university students enrolled in an online course. One group received automated elaborated feedback while the other group received automated elaborated feedback with affective feedback. Data were collected through the Situational Intrinsic Motivation Scale, Perceived Usefulness of Feedback Scale, and Performance-Oriented Self-Efficacy Scale. Independent sample t-test and Mann-Whitney U test were conducted for data analysis. Findings indicated no statistically significant differences between feedback types on situational intrinsic motivation, perceived usefulness of feedback, or self-efficacy for performance.