Abstract
In a computer-based learning environment providing a brief general explanation of the correct solution process leads to stronger learning gains than telling students about the correctness of their answer.
Highlights
Computer-based instruction has proven to be effective in a variety of contexts, with effect sizes typically ranging from 0.3 to 0.5 [1,2,3,4], yet there is still a wide variation in effectiveness, in studies investigating different methods of feedback
We used two different measures for prior knowledge, namely grade in course and score on the first 6 training questions. In both cases we found the same pattern: students with low prior knowledge benefitted significantly more from Knowledge of results (KR) þ EF feedback compared to KR or KR þ Knowledge of correct response (KCR) feedback, and students with high prior knowledge benefited from all three of these training conditions
The results clearly show that students with high prior knowledge did not gain any added benefit from increased feedback complexity [ANOVA Fð3Þ 1⁄4 1.24, p 1⁄4 0.3], but there was a difference between conditions for students with low prior knowledge [ANOVA Fð3Þ 1⁄4 2.85, p 1⁄4 0.04], and the only significant pairwise difference is between KR þ KCR þ EF and KR (Tukey, p < 0.05)
Summary
Computer-based instruction has proven to be effective in a variety of contexts, with effect sizes typically ranging from 0.3 to 0.5 [1,2,3,4], yet there is still a wide variation in effectiveness, in studies investigating different methods of feedback. Numerous reviews have noted— perhaps to be expected—that there is no single best prescription for feedback, rather the effectiveness of feedback depends on a number of potentially interacting factors. Examples of these factors include the type and level of knowledge or skill to be learned, the type (e.g., complexity) of feedback, timing of the feedback, prior knowledge of topic, student achievement, correctness of and confidence in responses, interest in topic, self-efficacy, and other attitudinal factors; for reviews, see Refs. In this study, we will focus on a specific but important physics learning domain, namely, basic vector math skills essential for success in an introductory physics course. The factors we are investigating can help to gain insight into both practical instructional questions and provide empirical results to advance theoretical models of computer-based instruction
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