Educational Psychology and Special Education Department
University of Saskatchewan
Assessing the Effectiveness of Automated Personalized Feedback in an Undergraduate Biology Course
This paper compares the effectiveness of the implementation of two automated feedback systems in an undergraduate biology course at the University of Saskatchewan. Students were treated with either generic feedback, or personalized feedback. Personalized feedback took a learning analytic approach, and was tailored to individual students based on 40 distinct attributes. The effectiveness of these feedback interventions and their future potential are discussed.