The effect of formative feedback delivery strategies on learning outcomes in a gamified project-based learning environment
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This study examined the effectiveness of multiple media for delivering formative feedback in a gamified project-based learning (PjBL) environment, focusing on whether feedback quality is more influential than delivery medium. Assuming standardized feedback content minimizes media effects, the study tested differences in learning outcomes among students receiving feedback through face-to-face meetings, video conferencing, voice calls, text messages, or no feedback. A quasi-experimental design with ANCOVA involved 130 undergraduate Educational Technology students at Malang State University, divided into five groups. Learning outcomes were measured through final product quality scores, while academic stress and student engagement were assessed using standardized questionnaires and LMS activity data. Results showed no statistically significant differences in learning outcomes across groups (F=4.120)=0.407, p=0.803). Academic stress (p=0.713) and student engagement (p=0.840) were also not significant predictors. The findings suggest that within a structured PjBL ecosystem supported by standardized feedback, clear task specifications, and gamification, communication media play a secondary role. Educational practice should therefore prioritize instructional design quality and feedback substance over specific communication technologies or channels. This study was limited to human-provided feedback; future research may examine combining human summative feedback with AI-generated formative feedback.
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