Effects of feedback, learner control, and cognitive abilities on state anxiety and performance in a computer-assisted instruction task.

Abstract

Ninety-eight undergraduate education majors received a battery of ability tests measuring general reasoning, associative memory, and trait anxiety (A-Trait) and were randomly assigned to three groupsno feedback, feedback, and learner-controlled feedback-for a computer-assisted instruction course on Xenograde systems. State anxiety (A-State) measures were taken (a) prior to the course, (b) following the administration of stress instructions, (c) at the mid-point, and (d) at the end. Learner-controlled feedback subjects decreased more in A-State than did feedback subjects. High A-State subjects made more errors under feedback than under no feedback. Feedback facilitated performance for high-reasoning subjects but impaired performance for low-reasoning subjects.

El efecto del control de la retroalimentación sobre la competencia de resolución de problemas-The effect of feedback control on problem solving competence

“…Kinzie, Sullivan y Berdel (1988), citados también por Pridemore y Klein, en relación con las opciones de repaso; y Ross y Morrison (1989) sobre propiedades contextuales, en lecciones impartidas por Instrucciones Apoyadas en el Computador (CAI), reportaron que estas lecciones incrementaron el desempeño según resultados de un postest. Otro autor citado fue Hansen (1974), quien encontró que el control de aprendiz sobre la retroalimentación en las lecciones a través de CAI disminuye la ansiedad del estudiante acerca el aprendizaje; mientras otros, como Schloss, Wisniewski y Cartwright (1988) reportan que la retroalimentación y el control del estudiante en los CAI incrementan la actitud y el desempeño.…”

An ease of use evaluation of an integrated document processing system

“…In this experiment, subjects were instrLIcted to reply according to the way that they felt during the preceding experimental task. Ther.e is a large body of literature regarding the STAI [3], including experiments involving computer systems [9,20].…”

Identification of Effective Teaching Behaviors

“…Low 'ability or low achieving learners may benefit from more explanation in feedback (Collins, Carnine, & Gersten, 1987); however, they also need to be taught how to utilize feedback information effectively. High ability learners seem to use knowledge of results feedback more effectively than low ability learners (Hansen, 1974). But too much information for these types of learners may inhibit them from learning to reason for themselves (Clariana, Ross, and Morrison, 1992).…”

“…One interesting example of how the content of feedback affects how a study should be interpreted is a study by Hansen (1974) on the effect of feedback on state anxiety. Hansen predicted that use of feedback should reduce learners' levels of state anxiety, and that high anxiety state subjects would make fewer errors under the feedback condition than under the no-feedback condition.…”