Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
Feedback and self-assessment are crucial components of effective learning, particularly in early childhood and primary education. With the increasing integration of digital technologies in educational settings, understanding how technology can enhance feedback mechanisms becomes essential for developing students' metacognitive capabilities. This scoping review examines the current evidence on technology-enhanced feedback systems designed to improve self-assessment capabilities in students aged 3-13 years, mapping the breadth of available research and identifying implementation strategies. A systematic scoping review was conducted following Joanna Briggs Institute methodology and PRISMA guidelines. Three databases (EBSCO Education Source Ultimate, Web of Science, Scopus) were systematically searched for studies published between January 2020 and November 2024. Studies were included if they involved technology-mediated feedback interventions in formal educational settings with participants aged 3-13 years. Data extraction focused on study characteristics, technology features, feedback modalities, and educational outcomes. Twenty-one studies met inclusion criteria from an initial 152 records. Studies were predominantly conducted in North America (38%) and Europe (33%), with primary education being the most represented level (48%). Technology interventions were primarily software-based (62%), with 57% incorporating artificial intelligence. Mathematics and language arts were the most frequently targeted subjects. Key benefits included immediacy (76% of studies), personalization (67%), and enhanced self-regulation (71%). Implementation challenges included technical accuracy issues (29%), teacher training needs (38%), and student comprehension difficulties (29%). Technology-enhanced feedback shows promise for developing self-assessment skills in young learners, with evidence supporting improved academic performance and metacognitive awareness. However, successful implementation requires careful attention to system design, teacher preparation, and pedagogical integration. Future research should prioritize longitudinal studies and early childhood contexts.
