Elaborative feedback (EF) containing explanations on students' responses benefits learning. Computer‐based environments provide learners with EF in different ways, for example, on an immediate question‐by‐question basis or after answering a set of questions. Recent findings also suggest that delaying EF enhances learning. However, it is unclear to what extent different types of delayed‐EF favour students' performance. This study examines whether and how two types of delayed‐EF (question‐based vs. summative) influence students' question‐answering performance and final learning over immediate‐EF. One hundred thirty‐three secondary‐school students read a scientific text and answered 12 multiple‐choice questions in a computer‐based environment. A day later, students completed a final learning test with 20 open‐ended questions. Results showed that neither question‐based delayed EF nor summative delayed EF outperformed immediate EF. However, EF moderated the relationship between students' prior knowledge and their performance outcomes, suggesting that students with higher levels of prior knowledge receiving summative delayed EF benefited more.
Psicología Educativa h t t p s : / / j o u r n a l s. c o p m a d r i d. o rg / p s e d Financiación. Esta investigación se ha realizado dentro del proyecto FPU014/04646 y EST15/00492 subvencionado por el Ministerio de Educación, Cultura y Deporte y el proyecto EDU2014-55662-R subvencionado por el Ministerio de Economía y Competitividad.
In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify'. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal's three thematic areas (human development, learning and education), who were invited to co-author this Editorial. We briefly describe the history of JSED, present the composition of its new Editorial Board, highlight modifications recently introduced in our aims and scope and inform readers about our vision, goals and strategies for the upcoming years. The next section presents the Editors' individual responses to the above-mentioned prompt, in the spirit of sharing perspectives with our scientific community. Finally, we identify common topics that emerged within the three thematic areas and encourage authors to send us high-quality manuscripts that fill the identified research gaps. JSED aims to foster a paradigm of 'glocalization' in development, learning and education research.
The current information society requires people to handle information from different sources, which entails specific skills beyond those needed to comprehend and use information from a single text. Given the relevance of becoming a competent reader in functional reading scenarios, it is crucial to examine how contextual‐, task‐, and individual‐related factors may influence multiple‐documents question‐answering activities, a key issue for assessment and instruction. In this study, we examined the influence of text availability and question type in students’ question‐answering performance and the moderator effect of students’ reading skill. Seventy secondary school students read three expository texts about a history topic. Next, they performed a concurrent question‐answering task consisting of a set of intra‐ and intertext questions they answered either with or without the texts available. Finally, participants performed a free‐recall task after a 24‐hour delay without access to the learning materials. Results showed higher performance scores in the intratext questions when the text was available than when it was not. However, the superiority of text availability disappeared in the delayed recall task. Additionally, skilled readers who had the texts available scored higher in the concurrent question‐answering task and, moreover, recalled more ideas in the recall task. These findings shed light on how contextual‐ (i.e., text availability), task‐ (i.e., question type), and student‐related (i.e., reading skill) factors may influence both adolescents’ question answering from multiple documents and their recall. The implications of these findings for the science of reading and the educational practice are discussed.
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