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ORIGINAL RESEARCH article

Front. Educ.
Sec. Digital Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1473727

Exploring Feedback Dynamics: An Experimental Analysis of Human and Computer Feedback on Motivation, Engagement, and GRIT in Secondary School Students

Provisionally accepted
Lizzy Heindl Lizzy Heindl 1*Veronika Huber Veronika Huber 1Victoria Schuricht Victoria Schuricht 1David Wawrzinek David Wawrzinek 2Ulrich Babl Ulrich Babl 3Guido Ellert Guido Ellert 1
  • 1 Macromedia University of Applied Sciences, Munich, Germany
  • 2 Bavarian Association of Secondary School Teachers (Bayerischer Realschullehrerverband e.V.), Munich, Germany
  • 3 Secondary School Foundation, Munich (Realschulstiftung), Munich, Germany

The final, formatted version of the article will be published soon.

    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 by Duckworth et al. (2007) to describe perseverance and passion for long-term goals) among 6th and 7th-grade students at secondary schools in Bavaria, Germany, employing a 2x3 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.

    Keywords: Human-Computer-based Feedback1, motivation2, grit3, learning science4, classroom-experiment (A22)5

    Received: 31 Jul 2024; Accepted: 20 Nov 2024.

    Copyright: © 2024 Heindl, Huber, Schuricht, Wawrzinek, Babl and Ellert. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Lizzy Heindl, Macromedia University of Applied Sciences, Munich, Germany

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.