Three forms of feedback in digital learning material in mathematics

Paper i proceeding, 2025

This study reports on findings from an empirical investigation into the use of three different forms of feedback in digital material for learning mathematics: correctness feedback, attention feedback, and explanation feedback. All feedback types are received immediately by the students. In total 267 upper secondary school students used the material during a lesson and data from the system, a questionnaire and observations were collected and analysed. The results show that correctness feedback drives the learners' engagement, while explanation feedback helps learners to build understanding but is often skipped by learners as it is time-consuming. This study suggests that attention feedback, in which the essentials or critical aspects are highlighted without giving all details, is often sufficient in this setting and retains learner autonomy.