Abstract
Online self-evaluation instruments such as Columbus are emerging in the transition from secondary to higher education. These instruments provide automated and personalized feedback to students. However, the internal processing of this feedback remains a mystery, and there is no point in providing feedback if it is not used. Recently, several systematic reviews conclude there is a lack of knowledge and call for more research into the internal processing of feedback. Theoretically, the 'black box of feedback processing' consists of interpretation, emotions elicited by feedback and decision-making. Nevertheless, there is a lack of empirical evidence. This is why this project aims to untangle the interactions between interpretation of feedback, emotional processes and decision making while adding 'attention allocation', the focus of attention, as an extra component. Eye-tracking and other psychophysiological measures will be applied in order to provide an in-depth understanding. Additionally, self-efficacy, students' self-perceptions about their ability to accomplish a task, is an important antecedent of this feedback processing. Therefore the relations between this antecedent and the internal mechanisms will be scrutinized. Not only will this project lead to fundamental insights in the feedback responses in the case of automated feedback, co-creation with experts will result in a path towards adaptive feedback applications via software and improve the uptake of feedback.
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