Knowledge Resource
Research Summary: Impact of learning analytics-based personalized feedback: an experimental study on student behavior in a large introductory STEM course
- Original authors
- Attribution requires verification
- Original source
- Educational Technology Research and Development
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 6 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A study in a large introductory STEM course investigated the impact of personalized feedback derived from learning analytics on student engagement. Students receiving tailored feedback based on their homework and practice problem engagement showed increased participation in these targeted behaviors compared to a control group receiving generic feedback. However, no significant differences were observed in overall learning outcomes or student perceptions of the feedback between the groups.
Why it matters
This research highlights the potential of data-driven personalized interventions to modify specific behaviors within educational or training contexts. While it demonstrates efficacy in behavioral change, it also indicates that such interventions do not automatically translate into improved overall performance or user perception, underscoring the complexity of educational impact.
Key insights
- Personalized feedback, based on learning analytics of engagement with homework and practice problems, led to greater student engagement in those specific behaviors.
- The experimental group, receiving personalized messages, showed improved engagement in targeted behaviors compared to a control group receiving generic feedback.
- Despite increased behavioral engagement, the study found no significant differences in learning outcomes between students receiving personalized feedback and those receiving generic feedback.
- Student perceptions of the feedback did not significantly differ between the personalized and generic feedback groups.
Source
Educational Technology Research and Development — https://link.springer.com/article/10.1007/s11423-026-10728-6
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Verification
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- Verification ID
- ASA-EXE-2026-01217
- Version
- v1.0 · r0
- Issued
- 6 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Impact of learning analytics-based personalized feedback: an experimental study on student behavior in a large introductory STEM course
- Original authors
- Attribution requires verification
- Original source
- Educational Technology Research and Development
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.