Mousavi, Amin2019-08-142019-08-142019-112019-08-14November 2http://hdl.handle.net/10388/12257Though often held in high regard as a pedagogical tool, the role of feedback within the learning process remains poorly understood. The prevailing feedback literature reveals a history of inconsistent if not contradictory findings. This already complicated state is made worse by the recent introduction of learning analytic tools capable of providing students with ongoing personalized computer-generated feedback; the effectiveness of which remains unknown. The present study contributed to this new domain of knowledge by evaluating one such circumstance where a learning analytic feedback intervention was implemented in an introductory biology course at the University of Saskatchewan. The system provided personalized feedback to half of the enrolled students differentiated according their individual characteristics. The remaining students received generic feedback that was common to all students within the condition. The effectiveness of personalized feedback was evaluated with respect to academic achievement (i.e., final grade) and feedback satisfaction. Results of the treatment effect analyses showed no significant differences in student academic achievement but a small significant difference in feedback satisfaction. Follow-up analyses revealed that these significant differences in feedback satisfaction were not consistent from one iteration of the course to the next and that mean feedback satisfaction was in steady decline since the system’s implementation. It is suspected that the lack of improvement in academic achievement pertained to poor adherence of the system with the theoretical underpinnings of good feedback practice. Limitations of the study and future directions are discussed.application/pdfLearning analyticspersonalized feedbackThesis2019-08-14