Exploring literature on how instructor feedback impacts STEM student motivation

Abstract

This theory paper submitted to the Faculty Development ASEE Division will organize and frame literature around feedback and research related to the impact of feedback in engineering courses. Student learning is monitored, informed, and measured by instructors using a variety of instruments and methods that have been developed, iterated upon, and improved through educational research. One classroom practice that has been shown to be beneficial to students is providing appropriate feedback. This paper will explore what is known about the impact of feedback on student learning and how that research is being applied in an engineering education setting. This literature review was used to create a conceptual model of feedback's role and impact in an engineering classroom and will inform future research exploring the relationships between feedback, how students perceive and act on feedback, and how these perceptions and actions related to given feedback can be explored using motivational theories. This literature review and model relating feedback to its impact on student motivation will be presented through a traditional lecture with the hope of informing practicing engineering educators of positive and effective methods of feedback that can be utilized in an engineering classroom to improve student learning.