Digital Feedback and Learning Quality: Behaviorist, Cognitive, and Constructivist Perspectives
DOI:
https://doi.org/10.54518/nes.4.1.2026.1445Keywords:
Behaviorist Perspective, Cognitive Perspective, Constructivism, Digital Feedback, Learning QualityAbstract
Digital transformation in education has encouraged the utilization of various learning technologies that enable feedback to be delivered in a faster, more interactive, and adaptive manner. This article aims to examine the role of digital feedback in improving learning quality from behaviorist, cognitive, and constructivist perspectives. The study employed a library research approach by analyzing scientific articles, academic books, and reports from international organizations published over the last five years. Data were analyzed through thematic analysis and narrative synthesis to identify the concepts, characteristics, and pedagogical implications of digital feedback in learning. The findings indicate that digital feedback is characterized by timeliness, personalization, interactivity, and data-driven features that support more effective and learner-centered instruction. From the behaviorist perspective, digital feedback serves as reinforcement of learning behaviors; from the cognitive perspective, it facilitates information processing and metacognitive development; and from the constructivist perspective, it promotes reflection, collaboration, and knowledge construction. These findings demonstrate that digital feedback constitutes an important pedagogical component in fostering adaptive, participatory, and meaningful learning.
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