A design experiment on technology‐based learning progress feedback in a graduate‐level online course

Our literature review has revealed that the definition of learning progress as a function of formative feedback remains unclear, which continues to the lack of well-reasoned learning progress feedback (LPF) strategies. Also, few scholars have empirically examined student perceptions of informed learning progress in solving a complex problem. The current study aims (a) to generate insights that elaborate LPF in a technology-enhanced learning...