The Effects of Feedback and Incentives on Achievement in Computer-Based Instruction

Abstract

The effects on learning of three feedback strategies (Answer Until Correct, Knowledge of Correct Response, and Delayed) were compared to two control strategies (No feedback and No questions) under two conditions of incentives. Task incentives rewarded subjects for successful task completion regardless of level of achievement while performance incentives based subjects′ actual grades on level of achievement. Results showed an overall effect favoring performance incentives across all levels of learning and feedback conditions. KCR and Delayed feedback strategies were advantageous for lower-level learning only, that is where post-test questions were similar to original practice questions. AUC feedback, however, was not effective on any learning measure. Results are interpreted with regard to the interaction of feedback form and learner dispositions to process feedback information "mindfully" rather than in a surface manner.