Feedback Assisted by Technology: A Systematic Review of Empirical Research
DOI:
https://doi.org/10.46328/ijte.1061Keywords:
Technology-enhanced feedback, Automated feedback, Assessment, Learning systemsAbstract
Access to and use of feedback is a key element in students’ acquisition of knowledge and skills. However, given limited educational resources and large classes, technology-enhanced feedback is taking on an increasing role in education. These systems can assist the feedback process holistically by generating, delivering, and using feedback. In order to provide researchers and teachers with information on new technology-enhanced feedback systems, this review provides an overview of technology-enhanced feedback systems research since 2015. A systematic review screening identified 98 articles for detailed review and categorization based around the three processes of feedback discussed in the articles. Results indicated that feedback-generating technology enables the provision of real-time, multi-type feedback and the handling of various types of tasks. For delivering feedback, technology expands the forms and sources of feedback, allowing for multimodal and multi-perspective feedback. Moreover, technology facilitates self-assessment, helping students to understand and use feedback effectively. The review concludes with recommendations and a call for more attention to how students understand and use feedback.
References
Huang, W., Stephens, J.M., & Brown, G.T.L. (2025). Feedback assisted by technology: A systematic review of empirical research. International Journal of Technology in Education (IJTE), 8(2), 421-444. https://doi.org/10.46328/ijte.1061
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Technology in Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Technology in Education (IJTE), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
