Table 2 Summary of literature reviewed
Open AF tool | Authors | Implementation context | Brief description of the study |
|---|---|---|---|
AcaWriter | Shibani et al. (2022) | Undergraduate Accounting | Mixed methods study examining student feedback literacy when using AcaWriter in one course |
AcaWriter | Lucas et al. (2021) | Postgraduate Pharmacy | Qualitative study examining students’ perceptions of AcaWriter in one course |
AcaWriter | Shibani et al. (2020) | Undergraduate Law, Undergraduate Business | Case studies of AcaWriter implementation in 2 courses |
AcaWriter | Knight et al. (2020) | Undergraduate Law, Undergraduate Accounting, Higher Degree Research, Postgraduate Pharmacy | Case studies of AcaWriter implementation in 4 courses |
AcaWriter | Shibani et al. (2019) | Undergraduate Law, Undergraduate Accounting | Evaluation study examining implementation of tasks and accompanying feedback using AcaWriter in 2 courses |
ECoach | Matz et al. (2021) | Undergraduate Biology Undergraduate Chemistry Undergraduate Economics Undergraduate Physics Undergraduate Statistics | Quantitative study examining students’ engagement with ECoach feedback features implemented by teachers in 5 courses |
ECoach | Brown et al. (2019) | Undergraduate Statistics | Quantitative study examining impact of one ECoach feedback feature (personalised feedback messages) implemented in one course |
ECoach | Chen et al. (2017) | Undergraduate Statistics | Mixed methods study examining students’ usage, perceptions and impact of one ECoach feedback feature (exam playbook) implemented in 2 courses |
ECoach | Huberth et al. (2015) | Undergraduate Physics | Quantitative study examining students’ usage and impact of one ECoach feedback feature (grade calculator) implemented in 4 courses |
OnTask | Lim et al. (2021a) | Undergraduate Health Science | Quantitative study evaluating impact of OnTask feedback implemented in one course, on academic performance and self-regulated learning |
OnTask | Lim et al. (2021b) | Undergraduate Health Science Undergraduate Computer Engineering | Mixed method study examining impact of OnTask feedback implemented in one course, on students’ self-regulated learning in 2 courses |
OnTask | Tsai et al. (2021) | Undergraduate Computer Science (3 courses) | Survey study examining impact of OnTask feedback in 3 courses, on students’ feedback literacy |
OnTask | Lim et al. (2020) Lim et al. (2021c) | Undergraduate Health Science University Studies (Foundational course) Undergraduate Architecture Undergraduate Computer Engineering | Qualitative study examining students’ sense-making of OnTask feedback implemented in 4 courses |
OnTask | Iraj et al. (2020) | Foundational Science | Quantitative study examining students’ engagement with OnTask feedback implemented in one course, and impact on performance |
OnTask | Lim et al. (2019) | University Studies (Foundational course) | Survey study examining students’ perceptions of OnTask feedback implemented in one course |
OnTask | Pardo et al. (2019) | Undergraduate Computer Engineering | Quantitative study examining impact of OnTask feedback implemented in one course, on students’ perceptions of feedback, and their performance |
SRES | Arthars and Liu (2020) | Institutional case study | Interview study to investigate adoption of SRES from the perspective of educators in one institution |
SRES | Arthars et al. (2019) | 3 Institutional case studies in Australia | Case studies describing implementation of SRES feedback in 3 institutions |
SRES | Blumenstein et al. (2019) | Institutional case studies in 2 countries | Case studies describing implementation of SRES feedback in 4 institutions in 2 countries |