One of the biggest complaint among undergraduate students is the lack of feedback with regard to their task performance. This study introduces integrative analog-to-digital feedback system, and then examined the effectiveness of the system in a university located in South Korea. We expect this system to (a) deliver instructor’s handwriting feedback using digital technology to individual student, (b) form a sense of closeness with instructor, and (c) provide students with teaching presence in online setting, as feeling like sitting in conversation with an instructor. The results showed that student’s satisfaction in association with the system was found to increase by a function of time. Significant results were found in outcome expectancy, motivation, attitude, learning strategy, learning plan, and interaction with instructor during three different time points. The effectiveness of the system was significantly found in academic self-efficacy, perceived usefulness for learning, and perceived performance. We may expect learners to enhance ability to use feedback and develop related competencies through this student-centered feedback system. At the presentation, we will show how the integrative analog-to-digital feedback system works.