Effects of Consequential Feedback within a Mine Safety Awareness Training System

Abstract

An experiment was conducted to evaluate the effect of consequential and corrective feedback on training using MIne Safety Awareness System (MISAS). The effects of consequential feedback within an error-prompted display of a mine safety awareness system were examined. Consequential feedback (CQ) identifies incorrect answers by students and provides the expected consequences of those incorrect answers. Corrective feedback (CF) provides corrections to the student's incorrect answers. Subjects were randomly divided into two groups to complete training on a proof-of-concept prototype using consequential or corrective feedback. After 24 hours, the subjects were tested on the lesson material, and questionnaires were administered to assess their experiences regarding CQ and CF, respectively. Statistical analysis of the results found significant differences between the subject groups for length of training time and number of training errors, no significant differences in number of test errors, and significant differences in training perception. Subjects in the CQ group attributed training helpfulness to the feedback provided by MISAS on possible consequences (cost of not detecting mines), while the CF group use corrective feedback as goal-driven tasks. That is, they look for target goals to improvise their learning outcomes.