Exploring feedback dynamics: an experimental analysis of human and computer feedback on motivation, engagement, and GRIT in secondary school students
This study explored the impact of different feedback forms on the psychological parameters of learning success: motivation, engagement, and GRIT (GRIT: Growth, Resilience, Integrity, and Tenacity, a concept introduced to describe perseverance and passion for long-term goals) among 6th and 7th-grade...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1473727/full |
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| author | Lizzy Heindl Veronika Huber Victoria Schuricht David Wawrzinek Ulrich Babl Ulrich Babl Guido Ellert |
| author_facet | Lizzy Heindl Veronika Huber Victoria Schuricht David Wawrzinek Ulrich Babl Ulrich Babl Guido Ellert |
| author_sort | Lizzy Heindl |
| collection | DOAJ |
| description | This study explored the impact of different feedback forms on the psychological parameters of learning success: motivation, engagement, and GRIT (GRIT: Growth, Resilience, Integrity, and Tenacity, a concept introduced to describe perseverance and passion for long-term goals) among 6th and 7th-grade students at secondary schools in Bavaria, Germany, employing a 2 × 3 factorial design. The factors included the type of feedback (human-based vs. computer-based), and the declaration of feedback type (grades/points anonymously vs. social comparison/group feedback vs. Pass/NoPass). Among 219 students, findings showed human-based feedback significantly improved feedback evaluations, while computer-based feedback notably increased GRIT. Additionally, feedback in the form of Pass/NoPass and social comparison positively affected GRIT. No significant impacts on motivation or engagement were detected. The results highlight the importance of tailored feedback strategies in fostering GRIT, though they suggest limited generalizability. |
| format | Article |
| id | doaj-art-2461038730344fb3ac63c855b6fd7ad6 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-2461038730344fb3ac63c855b6fd7ad62025-01-07T06:51:40ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-01-01910.3389/feduc.2024.14737271473727Exploring feedback dynamics: an experimental analysis of human and computer feedback on motivation, engagement, and GRIT in secondary school studentsLizzy Heindl0Veronika Huber1Victoria Schuricht2David Wawrzinek3Ulrich Babl4Ulrich Babl5Guido Ellert6Faculty of Business, Design, and Technology, Macromedia University, Munich, GermanyFaculty of Business, Design, and Technology, Macromedia University, Munich, GermanyFaculty of Business, Design, and Technology, Macromedia University, Munich, GermanyBavarian Association of Secondary School Teachers (Bayerischer Realschullehrerverband e.V.), Munich, GermanyBavarian Association of Secondary School Teachers (Bayerischer Realschullehrerverband e.V.), Munich, GermanySecondary School Foundation, Munich, GermanyFaculty of Business, Design, and Technology, Macromedia University, Munich, GermanyThis study explored the impact of different feedback forms on the psychological parameters of learning success: motivation, engagement, and GRIT (GRIT: Growth, Resilience, Integrity, and Tenacity, a concept introduced to describe perseverance and passion for long-term goals) among 6th and 7th-grade students at secondary schools in Bavaria, Germany, employing a 2 × 3 factorial design. The factors included the type of feedback (human-based vs. computer-based), and the declaration of feedback type (grades/points anonymously vs. social comparison/group feedback vs. Pass/NoPass). Among 219 students, findings showed human-based feedback significantly improved feedback evaluations, while computer-based feedback notably increased GRIT. Additionally, feedback in the form of Pass/NoPass and social comparison positively affected GRIT. No significant impacts on motivation or engagement were detected. The results highlight the importance of tailored feedback strategies in fostering GRIT, though they suggest limited generalizability.https://www.frontiersin.org/articles/10.3389/feduc.2024.1473727/fullHuman-Computer-based FeedbackmotivationGRITlearning scienceclassroom-experiment (A22) |
| spellingShingle | Lizzy Heindl Veronika Huber Victoria Schuricht David Wawrzinek Ulrich Babl Ulrich Babl Guido Ellert Exploring feedback dynamics: an experimental analysis of human and computer feedback on motivation, engagement, and GRIT in secondary school students Frontiers in Education Human-Computer-based Feedback motivation GRIT learning science classroom-experiment (A22) |
| title | Exploring feedback dynamics: an experimental analysis of human and computer feedback on motivation, engagement, and GRIT in secondary school students |
| title_full | Exploring feedback dynamics: an experimental analysis of human and computer feedback on motivation, engagement, and GRIT in secondary school students |
| title_fullStr | Exploring feedback dynamics: an experimental analysis of human and computer feedback on motivation, engagement, and GRIT in secondary school students |
| title_full_unstemmed | Exploring feedback dynamics: an experimental analysis of human and computer feedback on motivation, engagement, and GRIT in secondary school students |
| title_short | Exploring feedback dynamics: an experimental analysis of human and computer feedback on motivation, engagement, and GRIT in secondary school students |
| title_sort | exploring feedback dynamics an experimental analysis of human and computer feedback on motivation engagement and grit in secondary school students |
| topic | Human-Computer-based Feedback motivation GRIT learning science classroom-experiment (A22) |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1473727/full |
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