Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2025
|
| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.17631376 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- <p>This article investigates how students' exam performance is affected by receiving interactive formative feedback on a weekly assignment. The study was conducted in a physics course for first-year engineering students. Students were divided into two groups which both acted as an intervention group and as a control group in turn. One group received a specific Q-factor assignment with automated feedback in a form of tries and hints and a wave interference assignment without feedback. The other group received a Q-factor assignment without feedback and a wave interference assignment with tries and hints. The performance of students in different groups on weekly assignments and the final exam in the corresponding subject area was examined. The results showed that the assignment with multiple tries and hints increased students' learning of the topic.</p>