Cognitive Engagement in Online Formative Assessments: Effects of Elaborated Feedback Across Synchronous and Asynchronous Learning

Nopphol Pausawasdi*, Mahidol University
Kanchalika Julthongpipat, Mahidol University
Methinee Wongwanich Rumpagaporn, Kasetsart University

https://doi.org/10.9743/JEO.2026.23.2.15

Abstract

Learner engagement remains a key challenge in online learning environments. Research suggests that formative assessment with elaborated feedback plays a crucial role in fostering cognitive engagement. This study examines learners’ perceptions of cognitive engagement when using online formative quizzes with automated elaborated feedback. A survey was conducted with 339 synchronous and asynchronous learners who engaged with the same set of quizzes. The study identified three key cognitive engagement behaviors: curiosity and concentration, the ability to apply new knowledge, and interaction richness. Findings indicate that over 90% of respondents perceived that the quizzes helped them concentrate, apply knowledge, and interact with online content. These results provide valuable insights for instructional designers and online educators and emphasize the importance of integrating meaningful response-contingent elaborated feedback at the right time to enhance learners’ higher-order thinking skills and confidence in online learning environments.

Keywords: distance education and online learning, online formative assessment, lifelong learning, cognitive engagement, automated elaborated feedback

*Corresponding Author: nopphol.pau@mahidol.ac.th