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010   $a9783658416201$b(electronic bk.)
010   $z9783658416195
024 7 $a10.1007/978-3-658-41620-1
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035   $a(Au-PeEL)EBL30546029
035   $a(OCoLC)1380464726
035   $a(DE-He213)978-3-658-41620-1
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181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aElectronic Feedback in Large University Statistics Courses $eThe Longitudinal Effects of Quizzes on Motivation, Emotion, and Cognition /$fby Andreas Maur
205   $a1st ed. 2023.
210  1$aWiesbaden :$cSpringer Fachmedien Wiesbaden :$cImprint: Springer VS,$d2023.
215   $a1 online resource (424 pages)
311 08$aPrint version: Maur, Andreas Electronic Feedback in Large University Statistics Courses Wiesbaden : Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH,c2023 9783658416195 
330   $aDigital tools and pedagogies in public higher education are unfolding their potential by providing large groups of students with automated, continuous learning and feedback opportunities. However, most of the existing studies are cross-sectional, unidirectional and focus on a limited selection of relevant target variables and instructional features. In a field study, Andreas Maur used longitudinal latent structural equation modelling with a large sample of students to analyse the interrelations between formative feedback from electronic quizzes and different facets of the control value theory of achievement emotions. The results suggest that regular quizzes most consistently improve self-efficacy, anxiety, effort, course enjoyment, and hopelessness over time. Only feedback effects related to intrinsic motivation were consistently less effective for female and less proficient students, and for students in traditional versus flipped classrooms. These findings highlight the need to scale up formative feedback in higher education and to cultivate feedback systems with higher levels of sophistication, adaptability, and gamification mechanics. About the author Andreas Maur's activities at the Chair of Business Education at the University of Mainz focus on digital teaching approaches (including learning videos, e-quizzes, and blended learning formats) in a synergistic interplay of implementation and research. .
606   $aScience?Social aspects
606   $aEducation, Higher
606   $aSchools
606   $aTeaching
606   $aScience and Technology Studies
606   $aHigher Education
606   $aSchool and Schooling
606   $aPedagogy
610   $aEducation
615  0$aScience?Social aspects.
615  0$aEducation, Higher.
615  0$aSchools.
615  0$aTeaching.
615 14$aScience and Technology Studies.
615 24$aHigher Education.
615 24$aSchool and Schooling.
615 24$aPedagogy.
676   $a371.1022
700   $aMaur$b Andreas$01359481
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
912   $a9910726275003321
996   $aElectronic Feedback in Large University Statistics Courses$93373979
997   $aUNINA