Towards Learner-Centered Feedback: Examining the Role of Feedback Types and Learner Characteristics in Programming Education

Abstract

This paper investigates how different types of feedback interact with individual learner characteristics, such as gender and self-assessed experience and potentially impact performance, perceptions and hint-request behavior in programming education. To that end, we conducted a mixed-methods exploratory study in a higher education context with 45 participants, comparing three conditions: textual feedback, worked examples, and no feedback. The results showed no significant differences in performance related to learner characteristics. However, worked-example feedback yielded significantly higher task performance than the other conditions. Qualitative analysis revealed that learners valued clear structure, gradual guidance, and access to worked solutions. Overall, this study demonstrates how feedback design can transform individual learning interactions with interactive systems.