Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving

Learners’ use of domain-specific computer-based feedback to overcome logical circularity in deductive proving in geometry

“…For example, while both Rakoczy et al (2013) and Hattie and Timperley (2007) state that feedback for effective strategies (process-based) is more effective than just stating right or wrong answers (task-based), it may be that for advanced topics, such as proofs, the combinations of both types might be necessary including human interventions. Also, the use of feedback might be related to learners' understanding of proofs, and this suggestion again echoes the claims of other studies on learners' prior knowledge and understanding and feedback use (e.g., Fyfe et al 2012;Attali and van der Kleij 2017). In order to investigate these points in more depth, a larger data set is needed set in order to evaluate if the learning with open proof problems and the system, including the feedback format and timing, can effectively improve students' understanding of deductive proof with computer-based learning.…”

“…We found, as did Panero and Aldon (2016) and Attali and van der Kleij (2017), that in computer-based learning environments the teacher's role continues to be important. Here we found that feedback from the system was useful for the interviewers to give specific ad hoc interventions for some learners who were relying on trial-error based learning or 'PC with Es → FB → PC with Es' loops (e.g., WS1 and WS2, II-2/Ph3-4 or III-1/Ph4-5).…”

A web-based formative feedback system using isomorphic items to support Physics learning

“…However, efforts to deliver specific feedback to the students are still a challenge for computer-assisted assessment. The use of multiple choice items in computer-assisted assessments has so far only given scores to them as soon as they have finished working on the test (Attali & van der Kleij, 2017). The use of multiple choice items also has weaknesses that can be easily guessed by them.…”

“…With isomorphic questions, feedback to students will be more effective in helping them know their weaknesses and strengths and help them learn better. The use of isomorphic items has been used in several studies (Attali & van der Kleij, 2017). Isomorphic items have also been reported to be effective in the development of interactive multimedia (Kusairi, Alfad & Zulaikah, 2017).…”

Fostering oral presentation competence in higher education

“…Moreover, a follow-up study demonstrated that teacher feedback scored higher than other commonly used sources, such as peers, peers guided by tutors and the self, in higher education on feedback quality criteria (Van Ginkel, Gulikers, Biemans, & Mulder, 2017b). While feedback is regarded as a compelling influencing factor on students' learning (e.g., Attali & van der Kleij, 2017;Falchikov, 2005;Hattie & Timperley, 2007;Hung, 2016;Krause, Stark, & Mandl, 2009;Mayer & Moreno, 2002;, the role of technology for practicing presentations and facilitating high-quality feedback is scarcely mentioned in the 52 studies in presentation research analysed as part of the above-mentioned systematic literature review . Only a few studies adopted technologies in the form of videotaping students' individual presentations for facilitating self-assessment, encouraging reflection skills and fostering students' oral presentation competence.…”