Computer‐Based Answer‐Until‐Correct and Elaborated Feedback: Effects on Affective‐Motivational and Performance Outcomes.
Background: Educational assessments increasingly shift towards computer‐based formats. Many studies have explored how different types of automated feedback affect learning. However, few studies have investigated how digital performance feedback affects test takers' ratings of affective‐motivational...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 17 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
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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=184016295&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016295 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016295 184016295 184016295 10.1111/jcal.13112 184016295 ppf: 1 ppct: 16 formats: tig: atl: Computer‐Based Answer‐Until‐Correct and Elaborated Feedback: Effects on Affective‐Motivational and Performance Outcomes. aug: au: Mertens, Ute Lindner, Marlit A. affil: Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany sug: subj: Computer-Assisted Instruction Feedback Motivation Task Performance and Analysis Educational Measurement Human Male Female Adult Students, College Self Report Emotions Post Hoc Analysis Analysis of Variance Conceptual Framework Data Analysis Software Descriptive Statistics Funding Source Adult: 19-44 years Male Female ab: Background: Educational assessments increasingly shift towards computer‐based formats. Many studies have explored how different types of automated feedback affect learning. However, few studies have investigated how digital performance feedback affects test takers' ratings of affective‐motivational reactions during a testing session. Method: In this within‐subject experiment, 97 university students completed a multiple‐choice treatment test including 36 challenging fact‐based science tasks (biology, chemistry, and physics). The test items were presented with different types of computer‐based feedback (i.e., elaborated feedback [EF] and multiple‐try feedback, i.e., Answer‐Until‐Correct [AUC]) and compared to a no‐feedback control condition. Outcome measures were students' self‐reported affective‐motivational responses and their performance in the treatment and in a recall posttest. Results: Feedback positively affected performance. EF enhanced students' recall performance in a posttest more than AUC feedback. Yet, error correction, as measured by the number of corrected responses in the posttest, did not differ between the two feedback conditions. Regarding affective‐motivational outcomes, both EF and AUC feedback affected students similarly and were more beneficial than no feedback. This effect was further moderated by the item‐level response correctness. Following correct responses, the affective‐motivational impact of feedback was substantial and positive. In contrast to earlier findings, automated feedback did not have detrimental affective‐motivational effects after incorrect responses. Although the emotional benefit of AUC and EF feedback was reduced after incorrect responses, students' affect remained more positive compared to when they received no feedback. Conclusion: Feedback effects on emotions and motivation varied by feedback type and the correctness of test‐takers' responses. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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