Adaptive formative feedback to improve strategic search decisions in task-oriented reading.
This study analyses the effectiveness of adaptive formative feedback to boost strategic search decisions and performance when students are asked to answer a set of questions in a task-oriented reading situation. We compared automatic feedback that included information about the right answer with fee...
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 3; pp. 233 - 252 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103946624&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103946624 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2014 vid: 30 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103946624 95995334 10.1111/jcal.12050 103946624 ppf: 233 ppct: 19 formats: tig: atl: Adaptive formative feedback to improve strategic search decisions in task-oriented reading. aug: au: Llorens, A.C. Cerdán, R. Vidal-Abarca, E. affil: Department of Developmental and Educational Psychology, University of Valencia sug: subj: Reading Computer-Assisted Instruction Psychosocial Factors Feedback Psychosocial Factors Learning Theory Educational Technology Evaluation Students, High School Decision Making, Computer Assisted Computers and Computerization Task Performance and Analysis Educational Technology Psychosocial Factors Child Adolescence Human Male Female Software Descriptive Statistics Analysis of Covariance Confidence Intervals Funding Source Child: 6-12 years Adolescent: 13-18 years Male Female ab: This study analyses the effectiveness of adaptive formative feedback to boost strategic search decisions and performance when students are asked to answer a set of questions in a task-oriented reading situation. We compared automatic feedback that included information about the right answer with feedback that also included the connection between the students' strategic search decisions and their performance. Ninety-two high school students read two non-continuous texts. They received feedback during a training phase, and then they read and also received feedback with a similar text in a final phase. Text and questions were presented using a new computer-based technology that provided automatic adaptive feedback depending on the experimental condition: right-answer feedback, strategic-search-decisions feedback and placebo feedback. We found that strategic-search-decisions feedback improved strategic decisions over right-answer and placebo feedback in the final text, which in turn improved question-answering performance. Some positive effects were also found during training. These results open new possibilities to adaptive automatic procedures to teach task-oriented reading skills to students. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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