Effects of timing of formative feedback in computer‐assisted learning environments.
This study examines the effects of timing of corrective formative feedback on processing text information on question‐answering. Undergraduate students read an expository text and answered questions in two attempts. Students were randomly assigned to a no feedback, immediate feedback and delayed fee...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 5; pp. 718 - 729 |
|---|---|
| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2020
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | This study examines the effects of timing of corrective formative feedback on processing text information on question‐answering. Undergraduate students read an expository text and answered questions in two attempts. Students were randomly assigned to a no feedback, immediate feedback and delayed feedback conditions. Students in the feedback conditions received feedback on the correctness of their answer after the first attempt and were informed about the right answer after the second attempt. Students were prompted to restudy the text after failing in their first attempt. However, students in the no feedback condition were just prompted to search the text. All students were tested on question‐answering, corrective probability and a post‐test cued‐recall test. Results showed that: (a) feedback reduced the initial time reading the text; (b) feedback increased performance on question answering and cued‐recall; (c) delayed feedback produced no advantages over immediate feedback. Theoretical and practical implications of these results are discussed. Lay Description: Current state of the matter: Comprehension questions support learning from an available text.Computer‐Based Systems provide formative feedback on students' question‐answering processes and performance.Knowledge of Response Feedback and Knowledge of Correct Response formative feedback support verbal learning.Results in regard to what feedback timing is best for learning are inconclusive. Contributions of the present paper: Learning effects of formative feedback on‐text question answering.It examines feedback effects versus restudy.Feedback timing effects on question‐answering and performance. Study findings and implications for practitioners: Formative feedback affects students' strategic behavior and deep understanding.Formative corrective feedback reduces the time for text processing.Immediate feedback supports verbal learning with multiple‐choice questions.Educators should account for question format and Individual differences as Previous Background Knowledge. |
|---|