Pupils’ Perceptions About Technology-enhanced Feedback: Do Emojis Guide Self-regulated Learning?

Abstract

Although technology-enhanced feedback (TEF) from teachers to pupils is given daily, little is known about pupils' thoughts about this feedback in Finland.Pupils' perceptions were studied to evaluate whether TEF support self-regulated learning, as suggested. Interviews (N=62) and questionnaires (N=132) about pupils' perceptions and emotions related to TEF were analysed. TEF, enriched with smiling emojis, is used to monitor performance and behaviour. Reported emotions varied from joy to disappointment. TEF seems to direct pupils to understand that the appropriate behaviour is one of the more desired learning goals and TEF may encourage pupils to become dependent on reassurance from teachers. To support pupils' self-regulatory skills, TEF should be developed to improve learning and support pupils' active participation on feedback as a process.

Students’ and teachers’ perceptions of self-assessment and teacher feedback in foreign language teaching in general upper secondary education – A case study in Finland

“…Regarding SRL strategies, Kim et al (2015) found that diligent students often mentioned using SRL strategies. In the Finnish context, SRL has been studied from several perspectives, such as the relationship between emojis and SRL (Oinas et al, 2020), pupils' readiness for SRL (Metsärinne et al, 2015) and disciplinary and gender differences in SRL strategies (Virtanen & Nevgi, 2010). Additionally, previous research has shown that many Finnish students start their university path with inadequate learning strategies and have poor skills for regulating their learning (Lonka & Lindblom-Ylänne, 1996;Virtanen et al, 2013).…”

School-community relationships

“…Studies on students' responses to digital feedback have shown that this does not promote learning and instead just leads to feelings of disappointment, worry, and rage (Oinas et al, 2021).…”