Main -> In the Classroom: Educational Psychology -> How to Use Technology-Enhanced Feedback in Your Educational Psychology Course

Harper (2009) investigated whether two separate technology based feedback systems could enhance engagement in an educational psychology course. In the first study, Harper provided one class oral (digitally recorded) feedback on both in and out-of-class written assignments and provided the other class general written feedback. Students who received the digital feedback had a general trend in increased perceived competence, autonomy and intrinsic motivation. In the second study, clicker technology was used to enhance engagement. One class was trained how to use clickers (electronic feedback from students) during class lessons, while another class did not use clickers. Descriptive data suggested that those who use the clickers had higher rates of class enjoyment, slightly higher academic performance, and higher attendance. Students were also more prepared by reading and had increased verbal responses when compared to the class who did not use the clickers. 

Harper, B. E. (2009). ‘I’ve never seen or heard it this way! Increasing student engagement through the use of technology-enhanced feedback. Teaching Educational Psychology 3(3), 1-8.