Computer-Assisted Formative Feedback: Perspectives of Physics Students and Teachers -- A Comprehensive Needs Analysis
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| Title: | Computer-Assisted Formative Feedback: Perspectives of Physics Students and Teachers -- A Comprehensive Needs Analysis |
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| Language: | English |
| Authors: | Ivan Danar Aditya Irawan (ORCID |
| Source: | Science Education International. 2025 36(3):311-319. |
| Availability: | International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Physics, Formative Evaluation, Feedback (Response), Student Needs, Computer Assisted Instruction, Science Instruction, High School Students, Science Teachers, Secondary School Science, Foreign Countries, Student Attitudes, Teacher Attitudes |
| Geographic Terms: | Indonesia |
| ISSN: | 1450-104X 2077-2327 |
| Abstract: | In physics learning that emphasizes a student-centered approach, formative feedback strategically improves students' conceptual understanding and learning motivation. However, implementing feedback in the learning environment still faces various obstacles, including time constraints, many students, and a lack of personalization in its delivery. Previous studies generally focus on developing media or feedback delivery models but pay little attention to analyzing student needs as a basis for system design. This study offers a novel contribution by examining students' needs for computer-based formative feedback in physics learning as a basis for developing a contextual and adaptive system. The main objectives of this study are to identify the interests and needs of students and teachers concerning the application of computer-assisted formative feedback, particularly in physics learning. This study used a descriptive survey method with a quantitative and qualitative approach, involving 104 high school students and 30 physics teachers in East Java Province. The research instruments comprised a Likert scale questionnaire and open-ended questions that experts had validated. The results showed that students and teachers agreed that digital feedback could improve conceptual understanding and motivation. However, there is still a gap in perception regarding the level of student independence in accessing and utilizing the feedback. Students tend to choose a simple multiple-choice test model, while teachers prefer an isomorphic test model with high diagnostic power. The type of feedback considered most effective by students and teachers is the interactive and video-based feedback model because it is considered more interesting, easy to understand, and positively impacts the learning process. This study contributes to developing a computer-based feedback system more responsive to user needs and encourages teachers to integrate digital media into physics learning practices more effectively and adaptively. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486166 |
| Database: | ERIC |
| Abstract: | In physics learning that emphasizes a student-centered approach, formative feedback strategically improves students' conceptual understanding and learning motivation. However, implementing feedback in the learning environment still faces various obstacles, including time constraints, many students, and a lack of personalization in its delivery. Previous studies generally focus on developing media or feedback delivery models but pay little attention to analyzing student needs as a basis for system design. This study offers a novel contribution by examining students' needs for computer-based formative feedback in physics learning as a basis for developing a contextual and adaptive system. The main objectives of this study are to identify the interests and needs of students and teachers concerning the application of computer-assisted formative feedback, particularly in physics learning. This study used a descriptive survey method with a quantitative and qualitative approach, involving 104 high school students and 30 physics teachers in East Java Province. The research instruments comprised a Likert scale questionnaire and open-ended questions that experts had validated. The results showed that students and teachers agreed that digital feedback could improve conceptual understanding and motivation. However, there is still a gap in perception regarding the level of student independence in accessing and utilizing the feedback. Students tend to choose a simple multiple-choice test model, while teachers prefer an isomorphic test model with high diagnostic power. The type of feedback considered most effective by students and teachers is the interactive and video-based feedback model because it is considered more interesting, easy to understand, and positively impacts the learning process. This study contributes to developing a computer-based feedback system more responsive to user needs and encourages teachers to integrate digital media into physics learning practices more effectively and adaptively. |
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| ISSN: | 1450-104X 2077-2327 |