An interactive test dashboard with diagnosis and feedback mechanisms to facilitate learning performance

Abstract

This study developed an interactive test dashboard with diagnosis and feedback mechanisms (ITD-DFM) that can generate visualized, rich, and high-quality test feedback for each learner’s learning reflection and review based on simultaneously considering test response time and correctness to assist students’ learning. A quasi-experimental research was conducted with 50 Grade 8 students from two classes in a public junior high school in Taiwan to assess the learning performance of ITD-DFM. One class with 26 students was assigned to the experimental group using the ITD-DFM to support learning, whereas the other class with 24 students was assigned to the control group using the traditional test system without diagnosis and feedback mechanisms (TTS-NDFM). Experimental results reveal that the learning performance, physics self-efficacy, and technology acceptance of the experimental group were significantly better than those of the control group. The ITD-DFM has the same effect on promoting the learning performance of learners with different prior knowledge levels as well as learners with either high or low prior knowledge level in the experimental group exhibited significant improvement in physics self-efficacy, but no such results in the control group. The ITD-DFM provides more benefit in promoting the technology acceptance of learners with high prior knowledge level. • Developing an interactive test dashboard with diagnosis and feedback mechanisms (ITD-DFM) to facilitate learning reflection and review. • The ITD-DFM can promote the learning performance, physics self-efficacy, and technology acceptance of learners. • The ITD-DFM has the same effect on promoting the learning performance of learners with different prior knowledge levels. • The ITD-DFM can facilitate learners with either high or low prior knowledge level to promote their physics self-efficacy. • The ITD-DFM provides more benefit in promoting the technology acceptance of learners with high prior knowledge level.