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Title:
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THE EFFECTS OF LEARNING ANALYTICS-BASED FEEDBACK ON KNOWLEDGE ACQUISITION: THE ROLE OF FEEDBACK LITERACY |
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Author(s):
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Mustafa Tepgeç, Joana Heil and Dirk Ifenthaler |
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ISBN:
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978-989-8704-52-8 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2023 |
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Edition:
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Single |
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Keywords:
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Learning Analytics, Feedback, Knowledge Transfer, Feedback Literacy |
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Type:
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Short |
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First Page:
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407 |
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Last Page:
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410 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This study investigated the impact of different learning analytics (LA)-based feedback conditions on learners' development of declarative and conditional knowledge, as well as the moderating role of feedback literacy (FL) in these relationships. A total of N = 95 students enrolled in an Economic and Business Education program at a European University participated in the study. The participants were randomly assigned to one of three groups: (1) process feedback and reviewing exemplars related to cases (PF1), (2) process feedback only (PF2), or (3) outcome feedback (OF). The participants completed a pre-test and post-test on declarative and conditional knowledge, as well as a questionnaire measuring their FL. The results showed that there were no significant differences in learners' progress on declarative knowledge tests among learners in various feedback conditions. However, the results showed that learners in the PF1 and PF2 groups showed a significantly greater mean difference in knowledge transfer performance compared to the OF group. The findings also showed that FL moderated the relationship between feedback conditions and an increase in knowledge transfer test performances. |
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