Year: 2026
Type: article
Abstract: Constructive feedback plays a critical role in educational processes, with empirical evidence highlighting its substantial influence on student development and learning outcomes. It enables learners to recognise both their strengths and areas for improvement, facilitates the formulation of future learning strategies, and fosters motivation for continued progress. The emergence of computer-based feedback systems addresses the challenge of delivering timely, continuous feedback without overburdening educators. These systems can be tailored to the needs of individual students, offering significant potential for optimising the learning experience. The project adressed in this article explores the development of technology-based feedback for virtual experimentation in geography using a design-based research approach, with a particular focus on the first step: the initial formulation of design principles based on literature and interviews. Regarding feedback timing, it is determined that learners will receive immediate feedback during task execution, allowing for real-time revisions, while delayed feedback is provided at the end of the experimentation process to guide future scientific endeavours. The feedback mechanism is expected to offer promising opportunities to enhance learning outcomes by promoting scientific literacy and competency development in geography education.
Source: EDeR Educational Design Research
Authors: Vanessa Schmidt, Alexander Siegmund
Institution: Heidelberg University of Education
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7124846648
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