The effect of the nonhuman external regulator’s answer-until-correct (AUC) versus knowledge-of-result (KR) task feedback on children’s behavioral regulation during learning tasks

Agina, Adel M.; Kommers, Piet; Steehouder, Michael M.

doi:10.1016/j.chb.2011.02.010

Cited by 14 publications

(9 citation statements)

References 53 publications

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“…Several empirical studies have been conducted in the field of question and no question strategies. Researcher [9] found that in recall perspective question is more effective than no question condition. Cameron and Dwyer [11] found that self-questioning strategy is significantly effective strategy for the long-term retention of material vis-a-vis lecture method.…”

Section: Questioning and Feedback Strategies In Teaching And Learningmentioning

confidence: 97%

“…Authors [9] found that knowledge of correct response (KCR) and knowledge of response (KOR) feedback is more effective than no feedback. Besides, researcher [9] gives more emphasis on the prestructural attribute of feedback in the sense that they have given more importance to unfold the purpose of feedback and its function for establishing effective connection between feedback strategies and the learner. However, researcher identified feedback as a reinforcing mechanical process that acts as stimulus and increases the future probability of the response which it follows.…”

Section: Questioning and Feedback Strategies In Teaching And Learningmentioning

confidence: 98%

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Effectiveness of Computer-Based Instructional Visualization and Instructional Strategies on e-Learning Environment

Saha

Halder

2016

Proceedings of the International Congress on Information and Communication Technology

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Learning with visualization is a new trend for the teaching and learning environment. However, in this study the question is do all types of visualization and strategies equally affect achieving various learning objectives? How computer generated questions with and without feedback strategies affect achievement of learning objective? To investigate the effectiveness of different types of visualization and strategies, researchers developed three different types of instructional modules (static, animated and interactive) and two types of instructional strategies (question and feedback). A total of 540 students were selected to conduct the study with specific matching criteria. MANOVA was done to find out group differences in different conditions. The results showed a momentous mean difference in different conditions i.e., in interactive visualization condition students performed better than animated and static condition; besides, question and feedback conditions were more effective than no strategies and only question conditions with respect to various learning outcome. The result is discussed critically from several theoretical focal points.

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Section: Questioning and Feedback Strategies In Teaching And Learningmentioning

confidence: 97%

Section: Questioning and Feedback Strategies In Teaching And Learningmentioning

confidence: 98%

Effectiveness of Computer-Based Instructional Visualization and Instructional Strategies on e-Learning Environment

Saha

Halder

2016

Proceedings of the International Congress on Information and Communication Technology

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“…The first area of the research is relaying on what already introduced in the literature concerning CBR specifically by Agina and his colleagues [3][4][5][6][7][8]. For the sake of the simplicity and clarity, the current reflection paper refers to the studies by Agina and his colleagues as "CBR-Research".…”

Section: Why the Present Reflection Paper?mentioning

confidence: 99%

An Analytical Reflection towards Understanding the Effect of Children's Behavioral Regulation (CBR) on Children's Behavioral Nutrition (CBN) Through Computer-based Edutainment Environments

Agina¹

2014

J Child Adolesc Behav

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Despite the massive body of research on the effect of media and entertainment on Children's Behavioral Regulation (CBR) and Children's Behavioral Nutrition CBN), especially through computer-based video games, the multidisciplinary research, up to date, still lacks a true understanding of the powerful effect of the communication between users, especially young children, and the content of the entertainment. Remarkably, the relation between CBR and CBN is not comprehensible yet (i.e., still ambiguous) despite many studies investigated the the CBN research came up with the fact that the research on the Innovative Intervention Programs (IIP) are still needed to overcome the limitations in previous programs, and, concluded that serious video games show promise of changing in children's behavior. In sum, the more deeply research is still needed on: (1) the optimal design of behavior-change procedures in video games, (2) the mechanisms that account for changes obtained, and (3) the groups in which these interventions work best. Such research will permit the optimal design of serious video games for children's better healthier behaviors in the future. On the other hand, creating the IIP in terms of CBR requires many various and different criteria! Thus, the present reflection paper was conducted to, analytically, clarifying the outlines of the current running new multidisciplinary project that mainly investigates the effect of CBR on CBN through computerbased edutainment environments.

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“…Vygotsky and Piaget were two prominent scholars within the area of cognitive development [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15] for the sake of the simplicity, those studies will be referred as 'Aginian's studies' whenever it is necessary]. Their own theories of cognitive development have been influential in the development of theories of education.…”

Section: Introductionmentioning

confidence: 99%

Towards Understanding Human-Media Interaction: The Effect of the Young Users' Responses on Detecting the Symptomatology of Developmental Problems during Learning Tasks through Digital- Playground®

Am¹

2015

Int J Sch Cog Psychol

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The present study was mainly conducting to explore the effect of the young users' responses on detecting the symptomatology of developmental problems during learning tasks through Digital-Playground®. This is especially when the young users act alone and without any sign of Human-Human Interaction (HHI) either before, during, or after learning process. The material was an isolated, computer-based learning environment that acts as a standalone learning environment and used by hundred preschool young users. The participants were randomly selected from ten preschools without revising their medical files.In contrast with the previous work, the participants were distributed and classified by the system itself during progression in three essential groups. The results showed that the young users' response can be used to detect the natural development of inner-interaction and the symptomatology of the young users' developmental problems during learning tasks. The main conclusion was that, the young users followed three paradoxical views of cognitive development during learning tasks and the young users, themselves, can be diagnostic during learning tasks in which the natural development inner-interaction was fluctuated among three paradoxical views. To our knowledge so far, the results and conclusion have never seen in the literate before.

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The effect of the nonhuman external regulator’s answer-until-correct (AUC) versus knowledge-of-result (KR) task feedback on children’s behavioral regulation during learning tasks

Cited by 14 publications

References 53 publications

Effectiveness of Computer-Based Instructional Visualization and Instructional Strategies on e-Learning Environment

Effectiveness of Computer-Based Instructional Visualization and Instructional Strategies on e-Learning Environment

An Analytical Reflection towards Understanding the Effect of Children's Behavioral Regulation (CBR) on Children's Behavioral Nutrition (CBN) Through Computer-based Edutainment Environments

Towards Understanding Human-Media Interaction: The Effect of the Young Users' Responses on Detecting the Symptomatology of Developmental Problems during Learning Tasks through Digital- Playground®

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