The Interplay of Automated Formative Feedback and Instructional Prompts in Developing Summarising Skills.
Background: Summarising has been shown to be an effective learning strategy as it enhances cognitive skills, communication abilities and information processing. Effective summarising skills are therefore an important academic asset for university students. Yet, undergraduates struggle to employ effe...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 2; pp. 1 - 16 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2026
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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=192476899&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192476899 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2026 vid: 42 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 192476899 192476899 192476899 10.1002/jcal.70193 192476899 ppf: 1 ppct: 15 formats: tig: atl: The Interplay of Automated Formative Feedback and Instructional Prompts in Developing Summarising Skills. aug: au: Barkela, Veronika Leuchter, Miriam affil: Department of Child and Adolescent Education, RPTU Kaiserslautern‐Landau, Landau, Germany sug: subj: Automation Feedback Evaluation Teaching Methods Evaluation Skill Acquisition Education Quality Improvement Students, Elementary Psychosocial Factors Human Child Child, Preschool Male Female Funding Source Exploratory Research Descriptive Statistics Schools, Elementary Pretest-Posttest Control Group Design Communication Skills Faculty Learning Environment Self Report Data Analysis Software Semantics Comparative Studies Child: 6-12 years Child, Preschool: 2-5 years Male Female ab: Background: Summarising has been shown to be an effective learning strategy as it enhances cognitive skills, communication abilities and information processing. Effective summarising skills are therefore an important academic asset for university students. Yet, undergraduates struggle to employ effective summarising strategies, thus needing support. Objective: We aim to investigate the effectiveness of automated formative feedback versus instructional prompts based on reciprocal teaching in improving summarising skills. We also explore if combining both feedback and prompts offers any additional benefits in enhancing these skills. Methods: N = 254 elementary education students were asked to summarise six scientific texts, with one group (N = 87) receiving automated formative feedback, one group (N = 75) receiving instructional prompts based on reciprocal teaching and one group (N = 92) receiving a combination of both. Results and Conclusion: Automated formative feedback outperformed instructional prompts based on reciprocal teaching in supporting the development of summarising skills. Combining the two did not have a significant additional effect. At first sight, this may indicate that learning potential is maximised with automated formative feedback. However, students in the combination group requested slightly less feedback, which indicates a possible substitution effect between automated formative feedback and instructional prompts. Highlights: Automated feedback supports students to enhance their summarising skills.Prompts support the enhancement of summarising skills to a lesser extent.Combining the two is similarly effective to automated feedback alone. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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