Computer-assisted Formative Feedback: Perspectives of Physics Students and Teachers - A Comprehensive Needs Analysis

In physics learning that emphasizes a student-centered approach, formative feedback strategically improves students’ conceptual understanding and learning motivation. However, implementing feedback in the learning environment still faces various obstacles, including time constraints, many students, and a lack of personalization in its delivery. Previous studies generally focus on developing media or feedback delivery models but pay little attention to analyzing student needs as a basis for system design. This study offers anovel contribution by examining students’ needs for computer-based formative feedback in physics learning as a basis for developing a contextual and adaptive system. The main objectives of this study are to identify the interests and needs of students and teachers concerning the application of computer-assisted formative feedback, particularly in physics learning. This study used a descriptive survey method with a quantitative and qualitative approach, involving 104 high school students and 30 physics teachers in East Java Province. The research instruments comprised a Likert scale questionnaire and open-ended questions that experts had validated. The results showed that students and teachers agreed that digital feedback could improve conceptual understanding and motivation. However, there is still a gap in perception regarding the level of student independence in accessing and utilizing the feedback. Students tend to choose a simple multiple-choice test model, while teachers prefer an isomorphic test model with high diagnostic power. The type of feedback considered most effective by students and teachers is the interactive and video-based feedback model because it is considered more interesting, easy to understand, and positively impacts the learning process. This study contributes to developing a computer-based feedback system more responsive to user needs and encourages teachers to integrate digital media into physics learning practices more effectively and adaptively