References
- Boud, D., and E. Molloy. 2012. “What is the Problem with Feedback?” In Feedback in Higher and Professional Education, edited by D. Boud and E. Molloy, 1–10. London: Routledge.
- Boud, D., and E. Molloy. 2013. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6): 698–712. doi:10.1080/02602938.2012.691462.
- Carless, D. 2006. “Differing Perceptions in the Feedback Process.” Studies in Higher Education 31 (2): 219–233. doi:10.1080/03075070600572132.
- Carless, D., and N. Winstone. 2020. “Teacher Feedback Literacy and Its Interplay with Student Feedback Literacy.” Teaching in Higher Education.
- Deci, E. L., R. Koestner, and R. M. Ryan. 1999. “The Undermining Effect is a Reality after All—Extrinsic Rewards, Task Interest, and Self-Determination: Reply to Eisenberger, Pierce, and Cameron (1999) and Lepper, Henderlong, and Gingras (1999).”
- Deeva, G., D. Bogdanova, E. Serral, M. Snoeck, and J. De Weerdt. 2021. “A Review of Automated Feedback Systems for Learners: Classification Framework, Challenges and Opportunities.” Computers & Education 162: 104094. doi:10.1016/j.compedu.2020.104094.
- Eccles, J. S., and A. Wigfield. 2002. “Motivational Beliefs, Values, and Goals.” Annual Review of Psychology 53 (1): 109–132.
- Gašević, D., S. Dawson, and G. Siemens. 2015. “Let’s Not Forget: Learning Analytics Are about Learning.” TechTrends 59 (1): 64–71. doi:10.1007/s11528-014-0822-x.
- Grissom, R. J., and J. J. Kim. 2012. Effect Sizes for Research: Univariate and Multivariate Applications. New York: Routledge.
- Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. [Database] doi:10.3102/003465430298487.
- Hounsell, D. 2007. “Towards More Sustainable Feedback to Students.” In Rethinking Assessment in Higher Education, edited by D. Boud, and N. Falchikov , 111–123. London: Routledge.
- Lim, L. A., S. Dawson, D. Gašević, S. Joksimović, A. Pardo, A. Fudge, and S. Gentili. 2021a. “Students’ Perceptions of, and Emotional Responses to, Personalised Learning Analytics-Based Feedback: An Exploratory Study of Four Courses.” Assessment & Evaluation in Higher Education 46 (3): 339–359. doi:10.1080/02602938.2020.1782831.
- Lim, L. A., S. Gentili, A. Pardo, V. Kovanović, A. Whitelock-Wainwright, D. Gašević, and S. Dawson. 2021b. “What Changes, and for Whom? A Study of the Impact of Learning Analytics-Based Process Feedback in a Large Course.” Learning and Instruction 72: 101202. doi:10.1016/j.learninstruc.2019.04.003.
- Maier, U., and C. Klotz. 2022. “Personalized Feedback in Digital Learning Environments: Classification Framework and Literature Review.” Computers and Education: Artificial Intelligence 3: 100080.
- Martin, F., Y. Chen, R. L. Moore, and C. D. Westine. 2020. “Systematic Review of Adaptive Learning Research Designs, Context, Strategies, and Technologies from 2009 to 2018.” Educational Technology Research and Development 68 (4): 1903–1929. doi:10.1007/s11423-020-09793-2.
- Matz, R., K. Schulz, E. Hanley, H. Derry, B. Hayward, B. Koester, … T. McKay. 2021. “Analyzing the Efficacy of ECoach in Supporting Gateway Course Success through Tailored Support.” In LAK21: 11th International Learning Analytics and Knowledge Conference, 216–225. doi:10.1145/3448139.3448160.
- Molloy, E., D. Boud, and M. Henderson. 2020. “Developing a Learning-Centred Framework for Feedback Literacy.” Assessment & Evaluation in Higher Education 45 (4): 527–540. doi:10.1080/02602938.2019.1667955.
- Nicol, D. J., and D. Macfarlane-Dick. 2006. “Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218. doi:10.1080/03075070600572090.
- Pace, F., G. D’Urso, C. Zappulla, and U. Pace. 2021. “The Relation between Workload and Personal Well-Being among University Professors.” Current Psychology 40 (7): 3417–3424. doi:10.1007/s12144-019-00294-x.
- Paige, D. D. 2011. “Engaging Struggling Adolescent Readers through Situational Interest: A Model Proposing the Relationships among Extrinsic Motivation, Oral Reading Proficiency, Comprehension, and Academic Achievement.” Reading Psychology 32 (5): 395–425. doi:10.1080/02702711.2010.495633.
- Panadero, E., and A. A. Lipnevich. 2022. “A Review of Feedback Models and Typologies: Towards an Integrative Model of Feedback Elements.” Educational Research Review 35: 100416. doi:10.1016/j.edurev.2021.100416.
- Pardo, A., K. Bartimote, S. Buckingham Shum, S. Dawson, J. Gao, D. Gašević, S. Leichtweis, et al. 2018. “OnTask: Delivering Data-Informed, Personalized Learning Support Actions.” Journal of Learning Analytics 5 (3): 235–249. doi:10.18608/jla.2018.53.15.
- Roll, I., and P. H. Winne. 2015. “Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics.” Journal of Learning Analytics 2 (1): 7–12. doi:10.18608/jla.2015.21.2.
- Rotgans, J. I., and H. G. Schmidt. 2017. “Interest Development: Arousing Situational Interest Affects the Growth Trajectory of Individual Interest.” Contemporary Educational Psychology 49: 175–184. doi:10.1016/j.cedpsych.2017.02.003.
- Santamaría Lancho, M., M. Hernández, Á. Sánchez-Elvira Paniagua, J. M. Luzón Encabo, and G. de Jorge-Botana. 2018. “Using Semantic Technologies for Formative Assessment and Scoring in Large Courses and MOOCs.” Journal of Interactive Media in Education 2018 (1): 12.
- Schraw, G., T. Flowerday, and S. Lehman. 2001. “Increasing Situational Interest in the Classroom.” Educational Psychology Review 13 (3): 211–224.
- Voelkel, S. 2013. “Combining the Formative with the Summative: The Development of a Twostage Online Test to Encourage Engagement and Provide Personal Feedback in Large Classes.” Research in Learning Technology 21. doi:10.3402/rlt.v21i0.19153.
- Winstone, N. E, and D. Boud. 2022. “The Need to Disentangle Assessment and Feedback in Higher Education.” Studies in Higher Education 47 (3):656–667. doi:10.1080/03075079.2020.1779687.
- Winstone, N. E., R. A. Nash, M. Parker, and J. Rowntree. 2017. “Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Educational Psychologist 52 (1):17–37. doi:10.1080/00461520.2016.1207538.
- Ye, X., and S. Manoharan. 2019. December “Providing Automated Grading and Personalized Feedback.” In Proceedings of the International Conference on Artificial Intelligence, Information Processing and Cloud Computing (pp. 1–5).