ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Education
Student Support during Project-based Learning using Simulated Automated Formative Feedback: An Experimental Evaluation
Provisionally accepted
Kristina Murtazin1*
Oleg Shvets1
Karl-Erik Karu1
Viljam Puusep1Jelena Vendelin1
Martijn Meeter2
Gunnar Piho1- 1Tallinn University of Technology, Tallinn, Estonia
- 2LEARN! Research Institute, Vrije Universiteit, Amsterdam, Netherlands
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Project-based learning is widely recognized as an effective pedagogical approach in software engineering education, fostering real-world problem-solving, collaboration, and the integration of theory and practice. However, its scalability is challenged by the resources demanded for individualized feedback, especially in large classes. This pilot study explored the feasibility of simulated automated formative feedback to support student teams in a project-based software engineering course. Eighty-six students participated over four weeks, alternating between receiving simulated automated formative feedback emulated by instructors and standard feedback. Weekly surveys assessed perceptions of usefulness and motivation. No statistically significant differences were found between feedback conditions (Cohen's d = 0.16). Students expressed positive attitudes towards the simulated automated formative feedback: 78% agreed it supported their learning goals, and 74% reported it increased motivation. These findings suggest that automated feedback tools may effectively complement instructor support, offering a scalable solution for enhancing formative feedback in project-based learning environments.
Keywords: project-based learning1, context- aware learning system2, teaching3, highereducation4, feedback5
Received: 01 May 2025; Accepted: 18 Nov 2025.
Copyright: © 2025 Murtazin, Shvets, Karu, Puusep, Vendelin, Meeter and Piho. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Kristina Murtazin, kristina.murtazin@taltech.ee
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.