Feedback in Computer Assisted Instruction

Röper, W.

doi:10.1080/1355800770140107

Cited by 53 publications

(69 citation statements)

References 15 publications

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“…However, this improvement in performance is almost certainly not due to Skinnerian conditioning-which was tested and rejected by earlier studies (e.g., Refs. [11,12])-since it would be difficult to infer the abstract rules of vector math from KR feedback alone. Rather, consistent with our hypothesis of sufficient and useful information, it is more likely that KR improves performance becauseeven in the low-prior-knowledge cases-at least some subpopulation of students will still have some relevant prior knowledge of the rules (e.g., from previous courses).…”

Section: Summary and General Discussionmentioning

confidence: 99%

“…A number of studies have investigated the relative effectiveness of various combinations of these feedback types, with most finding that higher complexity results in higher learning (see, e.g., Refs. [4,5,[11][12][13]), while some others find no such differences [14,15]. Once again, these studies represent a significant variation in other factors, so it is difficult to generalize.…”

Section: A Varying Complexity Of Feedbackmentioning

confidence: 99%

“…If a participant has no prior knowledge of the rule, then KR alone would naturally seem to have little-if any-benefit, since this is likely not enough information to determine the correct response, rule, or procedure-even in a multiple choice format [11,12]. However, if the participant has significant prior knowledge of the rule, then providing KR may help the participant to reverse engineer the answer using a partially recalled rule, and repair the mistake.…”

Section: A Varying Complexity Of Feedbackmentioning

confidence: 99%

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Factors affecting learning of vector math from computer-based practice: Feedback complexity and prior knowledge

Heckler

Mikula

2016

Phys. Rev. Phys. Educ. Res.

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In experiments including over 450 university-level students, we studied the effectiveness and time efficiency of several levels of feedback complexity in simple, computer-based training utilizing static question sequences. The learning domain was simple vector math, an essential skill in introductory physics. In a unique full factorial design, we studied the relative effects of "knowledge of correct response" feedback and "elaborated feedback" (i.e., a general explanation) both separately and together. A number of other factors were analyzed, including training time, physics course grade, prior knowledge of vector math, and student beliefs about both their proficiency in and the importance of vector math. We hypothesize a simple model predicting how the effectiveness of feedback depends on prior knowledge, and the results confirm this knowledge-by-treatment interaction. Most notably, elaborated feedback is the most effective feedback, especially for students with low prior knowledge and low course grade. In contrast, knowledge of correct response feedback was less effective for low-performing students, and including both kinds of feedback did not significantly improve performance compared to elaborated feedback alone. Further, while elaborated feedback resulted in higher scores, the learning rate was at best only marginally higher because the training time was slightly longer. Training time data revealed that students spent significantly more time on the elaborated feedback after answering a training question incorrectly. Finally, we found that training improved student self-reported proficiency and that belief in the importance of the learned domain improved the effectiveness of training. Overall, we found that computer based training with static question sequences and immediate elaborated feedback in the form of simple and general explanations can be an effective way to improve student performance on a physics essential skill, especially for less prepared and low-performing students.

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Section: Summary and General Discussionmentioning

confidence: 99%

Section: A Varying Complexity Of Feedbackmentioning

confidence: 99%

Section: A Varying Complexity Of Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

Factors affecting learning of vector math from computer-based practice: Feedback complexity and prior knowledge

Heckler

Mikula

2016

Phys. Rev. Phys. Educ. Res.

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“…As alluded to in the Timing subsection of this article, some research has suggested that low-achieving students may benefit from immediate feedback, whereas high-achieving students may prefer or benefit from delayed feedback (Gaynor, 1981;Roper, 1977). Furthermore, when testing different types of feedback, Clariana (1990) has argued that low-ability students benefit from receipt of correct response feedback more than from try again feedback.…”

Section: A Learner Levelmentioning

confidence: 99%

Feedback in ESL Writing: Toward an Interactional Approach

Ravand¹,

Rasekh²

2011

JLTR

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Abstract-The role of feedback on writing involves complex issues and needs to be considered within the total context in which the feedback is given. The reason studies examining feedback effects are so inconsistent may be a function of the fact that these studies consider feedback issue from a single perspective. To deal with this problem, feedback is first defined from different perspectives, then different aspects of feedback are discussed and after that a discussion of the factors that affect the influence of feedback on second language writing follows and finally a model where all the factors interact to influence feedback practices in second langue writing is presented.

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“…They found that feedback was significantly better than non-feedback, but that active feedback was not significantly better than pas sive. Another study which found feedback to be beneficial was carried out by Roper (1977), Students who were given the correct answer when they made a mistake in a CAI unit on statistics scored significantly higher on a posttest than students who received either no feedback or only notifica tion that their answer was wrong.…”

mentioning

confidence: 99%

Interaction of field dependence-independence with type of feedback used in computer-assisted equation solving

Boysen

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Feedback in Computer Assisted Instruction

Cited by 53 publications

References 15 publications

Factors affecting learning of vector math from computer-based practice: Feedback complexity and prior knowledge

Factors affecting learning of vector math from computer-based practice: Feedback complexity and prior knowledge

Feedback in ESL Writing: Toward an Interactional Approach

Interaction of field dependence-independence with type of feedback used in computer-assisted equation solving

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