97 5 in a follow-up lesson. With regard to the characteristics of the school context, in Mike’s perception, the school leader is accountable for providing time for teachers to use the Impact! tool and interpret the results obtained. The fact that his school leader did not facilitate this use of time and resources hindered him from using the digital student feedback to improve teaching quality, in his view. Rachel, on the other hand, mentioned that her own willingness and motivation to improve were important for her use of digital student feedback to improve teaching quality, not the school context or school leader. She said: “Teachers’ motivation, willingness and their awareness that there is room for improving their lessons is most important for using digital student feedback to improve teaching quality.” Regarding the data (system) characteristics, both Rachel and Mike were positive about the Impact! tool used for collecting student feedback. No remarkable differences were found between the two teachers in this respect. Rachel’s students were very positive about the Impact! tool compared to Mike’s students, who did not like the questions and the tool’s interface, among other things. 5.5 CONCLUSION, DISCUSSION AND FUTURE DIRECTIONS The objective of this study was to explore users’ perceptions of the influence that factors known to affect data use in general have on teachers’ use of digital student feedback to improve their teaching. Based on our f indings from the interviews and the subsequent comparative case study, we can conclude that, according to teachers, their own attitudes towards digital student feedback influence student feedback usage to improve teaching quality. This was reported by most of the teachers during the interviews. Specif ically, in our comparison of Rachel (who, according to students, did improve the quality of her teaching after receiving student feedback) and Mike (who did not), we found that a positive but critical attitude towards digital student feedback seem to be important for feedback usage to improve teaching quality. Regarding improvement-oriented actions, our results show that teachers analysed and interpreted the digital student feedback by looking at the feedback and, based on the information derived from the feedback data, reflected on their own actions during their lessons. Some teachers discussed the digital feedback with their students and also reported that they discussed their (use of) digital student feedback with colleagues, which, according to the teachers, also fostered the use of student feedback. In the comparison between Rachel and Mike, the discussion of the feedback with students in class also
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