Different Types Of Feedback Research Articles

Energy Savings from Feedback Systems: A Meta-Studies’ Review

In order to achieve the goal of the Paris Agreement and reduce energy consumption there is the need for a behavior change in energy end-users. Many studies have demonstrated that by delivering to energy users customized feedback on their energy consumption it can encourage a change in their behavior and support investments in energy efficiency and sustainable energy use. However, the resulting impact on energy consumption can vary largely depending on how, when, and to whom the feedback is delivered. This paper aims to provide an updated overview of the energy savings for the main energy consumptions in residential buildings associated with different types of feedback and against some key determinants, i.e., geographical area, time period, type of medium. This analysis is based on a comprehensive literature review of over 70 studies. Based on the review the paper draws conclusions relevant for policymakers and stakeholders interested in developing feedback strategies and tools for their wide applications. The paper focuses also on the ongoing process implementing the EU Energy Efficiency Directive articles related to billing and metering, which will enable more proactive consumer feedback.

POST STROKE REHABILITATION: CLINICAL EFFICACY OF BCI-DRIVEN HAND EXOSKELETON IN COMPARISON WITH "AMADEO" ROBOTIC MECHANOTHERAPY

Motor function deficit due to stroke is one of the leading causes for disability among working-age population. The most effective evidence-based treatment strategies are task oriented exercise approaches including constrained-induced movement therapy. Robot-assisted training provides high amount of repetitions and feedback to patient. Adjuvant therapies such as mirror therapy and motor imagery show their effectiveness if used in combination with basic neurorehabilitation methods and are treatment of choice for patients with severe motor impairment. Brain-computer interfaces allow to control motor imagery as a process by giving different type of feedback (e.g. kinesthetic via exoskeleton) during training sessions. It is poorly known if kinesthetic motor imagery is more effective comparing to robot-assisted training as a part of post-stroke rehabilitation. Materials and methods: 55 patients with arm paresis >1 month after stroke were enrolled in the current study. Screening and randomization were performed. Participants underwent rehabilitation treatment where BCI controlled motor imagery training in main group and robot-assisted training in control group were included. Motor function of the paretic arm was assessed using Action Research Arm Test (ARAT) and Fugl-Meyer Assessment (FMA) before and after intervention. Results: Recovery of upper extremity motor function did not correlate with time since stroke and age of participants neither in main group, nor in control group. Correlations between change in motor scales scores and initial severity of motor deficit was shown in both groups (p

Effect of Focused and Unfocused Feedback on Learners’ Writing Accuracy within Different Gender and Cultural Background Groups

This research is to measure the effect of focused and unfocused feedback on second language (L2) learners’ writing accuracy with involving gender and learners’ cultural background factors. The study applied a pretest-posttest quasi-experimental design. The participants were 128 learners at IAIN Palangka Raya, Indonesia. During the learning process, the first treatment group was treated using Focused Direct Feedback; the second treatment group was treated using Unfocused Direct Feedback, and the control group was not given any treatments or No Feedback. Data were analyzed using a three-way ANOVA analyses. The analysis confirmed that the focused direct of feedback gave a facilitative effect on the learners’ writing accuracy. In terms of gender, the learners' writing accuracy differed significantly different between males and female. In terms of cultural background, the learners’ writing accuracy did not differ significantly among each ethnics. There were no differences significantly on the learners’ writing accuracy caused by gender and the types of corrective feedback factors. There were no differences significantly on the learners’ writing accuracy caused by cultural background and types of corrective feedback factors. There were no differences significantly on the learners’ writing accuracy caused by gender and cultural background factors. There were no differences significantly on the learners’ writing accuracy caused by gender, cultural background the types of corrective feedback factors. To conclude, it was noted that gender and different types of feedback had a vital thing in increasing learners’ writing accuracy. Corrective feedback was important for both the teachers and learners in L2 writing class.

Designing Wearable Systems for Sports: A Review of Trends and Opportunities in Human–Computer Interaction

This paper presents a literature review of human–computer interaction works on wearable systems for sports. We selected a corpus of 57 papers and analyzed them through the grounded theory for literature review approach. We identified five themes across the papers: the different research perspectives, the type of sports and sportspeople, the roles of wearables in sports, their wearability, and the different types of feedback. These themes helped us in delineating opportunities for future research: the investigation of different form factors and types of feedback; the consideration of different sportspeople and collaborative tasks; the need of pushing the boundaries of the sports domain; the exploration of the evolution of sports; the interconnection of different devices; and the increase of methodological rigor.

Enhancing Case-Based Learning In Large Enrollment Online Courses

Location: JC Room D Case-based approach as an approach proved to support students’ learning in and out of the course. It also gives them an opportunity to share their voices while discussing possible solutions. Moreover, case-based instruction in asynchronous online courses has become one of the most effective instructional strategies to support students in their learning how to solve real-world problems. However, this approach could bring more issues and challenges when it is integrated in large enrollment courses and, specifically, in asynchronous online learning environment. This panel discussion will overview techniques and tips to support student’s learning through case-based approach for large enrollment online courses for undergraduate students. Two introductory online courses in Online Program will serve as examples of how faculty facilitated cases at different levels of complexity. Particularly, an introductory online course PSYC 100 Basic Concepts in Psychology with enrollment of 150 students will serve as a practical example of structuring students’ group work when they discussed and solved different types of cases. Students worked in groups of 20 students with assigned summarizes roles throughout the fall semester. At the end of each collaborative work the group summaries were posted on class discussion board that all students could view and read other groups' work. This approach increased students' engagement and interaction throughout the week. They were able to create online community during semester while working in their own private groups. The course instructor will share recommendations how case discussions can be facilitated for 150 students and when instructional feedback should be provided. In this specific course, the course instructor provided different types of feedback including text-based feedback and video feedback. Finally, the course instructor will overview assessment of large enrollment course with case-based approach. Specifically, the course instructor will share and discuss examples of grading rubric and timeline. Faculty who are interested in using case-based approach at low and medium levels of complexity will benefit from this panel discussion. The second introductory online course PSYC 380 Forensic Psychology with enrollment of 50 students will serve as example of how to design cases for cooperative and collaborative learning. Students in this online course also worked in groups of 25 students. The PSYC 380 course design was similar to the previous course “Basic Concepts in Psychology” design but with some revisions and changes based on students' feedback. However, in PSYC 380, the design of case-based discussions were enhanced with debates where students were required to agree or disagree with solutions. Similarly, to PSYC 100, students-summarizes collected the group responses and posted the final summary on class discussion board. This approach proved to be effective and helpful because all students were able to view others’ work. The course instructor will share what types of cases were used and why; and how cases were facilitated and assessed. Finally, presenters will share the end-of-semester students’ evaluations and the course learning analytics as evidence of case-based design effectiveness for large enrollment courses. The conference participants will be able to join discussions of how they can implement case-based learning in their online courses.

Effects of anonymity on online peer review in second-language writing

This paper investigates the effect of anonymity in online peer review on feedback types (directive, non-directive, higher-order concern, lower-order concern) and students' revisions (processed, partly processed and not processed) in second-language writing. Participants were 114 Dutch second-year university students. They were assigned to two experimental conditions: anonymous and non-anonymous. Results showed that students in the anonymous condition provided significantly more feedback on higher-order concerns and offered significantly different types of feedback than students in the non-anonymous condition. As for revision, overall findings showed that assessees in the anonymous condition did not process more feedback (i.e., the adoption rate) than their non-identified peers, however, assessees in the anonymous condition processed significantly more directive higher-order feedback and scored significantly higher final grades for the writing module than their non-anonymous peers. These results might imply that anonymity could enable learners to provide unreservedly more higher-order concerns feedback type. On the self-same note, the adoption and revision of these higher-order feedback items was instrumental in the improved writing performance of students in the anonymous condition.

Feedback-seeking behavior in second language writing: motivational mechanisms

Focused on the effects of different type of feedback on learners’ written products, research on written corrective feedback (WCF) has cast second language writers as passive recipients rather than proactive agents in the feedback process. Revisiting the notion of WCF, this study introduces the notion of feedback-seeking behavior (Ashford & Cummings, 1983) to the field of second language writing and examines its motivational mechanisms using Dweck’s (1999) theory of mindsets and an overarching cost-value analysis framework (e.g., Ashford & Cummings, 1983; Anseel et al., 2015). Questionnaire data were collected from 128 foreign language writers from a major public university in the United States. Multiple regression and mediation analyses showed that a growth language mindset predicted the value of feedback, which, in turn, was a strong predictor of both feedback monitoring and feedback inquiry. A fixed language mindset, on the other hand, predicted the cost of feedback seeking, which, in turn, negatively predicted feedback monitoring. The findings offer new venues for second language writing research and pedagogy.

'Feedback para que te quero?' Estudo sobre o Feedback direto e indireto em tarefas de escrita

As mais recentes propostas didático-pedagógicas consideram ser fundamental fornecer algum tipo de resposta aos trabalhos escritos dos estudantes (Hyland 2003; Sheen 2010), não só para que os aprendentes desenvolvam as suas capacidades de escrita, mas também para que melhorem a própria proficiência na língua-cultura. Neste sentido, o presente artigo apresentará, primeiramente, os diferentes tipos de resposta que podem ser dados aos estudantes, nomeadamente o feedback escritodo professor, o encontro (face a face) professor-aluno(s) e o feedback dos colegas (Hyland 2003; Liu & Hansen 2002). Em seguida, analisaremos trabalhos escritos realizados pelos nossos aprendentes de nível B1, concentrando a nossa atenção no feedback escrito do professor com o intuito de entendermos se o mesmo tem algum impacto no melhoramento dos textos dos aprendentes e qual será o feedback escrito mais eficaz para atingir esse objetivo. De entre as conclusões a que nos foi possível chegar, ressalta-se uma evidente melhoria dos textos dos aprendentes depois de concluída a fase de reescrita da tarefa em questão. Concluímos também que, para os níveis intermédios, o feedback escrito múltiplo ou misto é o que pode ser mais eficaz na correção e/ou reescrita.

The Use of Different Simulations and Different Types of Feedback and Students’ Academic Performance in Physics

The aim of this study was to determine the impact of three different software simulations for studying Ohm’s law and connecting resistors on students’ academic performance. A total of 168 eighth-grade pupils were divided into three groups. The first group used the software containing the simulation with an already created electrical circuit, an electronic test and feedback. The second group used the software containing the simulation in which students create an electrical circuit, an electronic test and feedback. The third group used the software containing only a simulation in which students create an electrical circuit, but testing and feedback were provided in a traditional way (instructions and feedback from the teacher). Results showed that the simulation software used by the second group had a significantly better effect on students’ achievement than other simulation software. This result indicates that simulations allowing for construction of electrical circuits have a greater influence on students’ academic performance than simulations with an already created electrical circuit. Also, simulations with computer feedback have a greater influence on students’ academic performance than simulations in which feedback is provided by the teacher.

A Haptic Object to Quantify the Effect of Feedback Modality on Prosthetic Grasping

Upper limb prostheses do not provide proprioceptive cues to their users, which impedes performance in grasp and manipulation tasks. Various sensory substitution methods have been developed to provide prosthesis users with a sense of the device's position, orientation, and terminal device aperture. However, the impact of these technologies on manipulation dexterity has not been systematically assessed and these technologies have not been widely adopted by prosthesis users. Researchers have previously used visually rendered virtual objects and virtual prostheses, which do not provide cues associated with physical interactions involved in grasping and manipulation. Other studies use a physical object and a physical prosthesis, but these methods lack the benefit of programmable conditions, systematic experiment setup, and direct evaluation of performance in addition to issues of consistent application across different types of prostheses. In order to address these concerns, we suggest a new method to evaluate different types of feedback with the use of a haptic device that renders physical properties through motors to a hand or a physical prosthesis. Ten users without amputation were asked to match hand aperture to a target using various feedback modalities (visual, vibration, and soft force-wall feedback). Participants interacted with the haptic device either through their natural hand or using a body-powered prosthetic emulator. In addition, three prosthesis users were recruited to complete the same task, each using their own prosthesis. Trials performed under conditions with visual and vibration feedback showed similar improvements in position accuracy, compared to trials without feedback.

Context-dependent hyperarticulation of the Korean three-way laryngeal stop contrast in clear speech

We investigate whether and how speakers’ adaptation to feedback is reflected in hyperarticulation by comparing the productions of Korean aspirated, lenis, and fortis stops in plain versus clear speech. Ten Seoul Korean speakers were asked to read a stop-initial nonword and repeat the nonword after receiving misrecognition feedback that contained a contrasting stop. f0 and VOT were examined as main cues to the Korean stop distinction. Results showed that VOT was lengthened for aspirated and lenis stops in clear compared to plain speech. This difference in VOT was attributable to speakers’ modification in response to different types of feedback. VOT for aspirated stops was lengthened after both fortis and lenis feedback whereas VOT for lenis stops was lengthened only after fortis feedback. f0 did not show a difference between plain and clear speech. However, f0 enhancement for lenis and fortis stops depended on the type of feedback. f0 for lenis stops was lowered after aspirated feedback and raised after fortis feedback. Fortis stops’ f0 was lowered after aspirated and raised after lenis feedback. Overall, speakers can make local modifications in VOT and f0 in response to specific feedback, suggesting precise control in their effort to distinguish sounds and maintain intelligibility.

Individualized Student Feedback: Are Templates the Solution?

Management educators understand the importance of providing feedback to students, but are they capable of providing effective feedback? Several laboratory and classroom studies have examined different types of feedback and their effectiveness, but we recommend examining normative feedback practices among instructors. This article presents a brief review of best practices for constructing instructor-delivered student feedback and considers the problems that instructors face when providing such feedback. We suggest that management instructors utilize template feedback, a semi-individualized approach, in order to reduce grading time. We discuss how future research should examine whether instructors understand the complexities of feedback, how feedback affects student performance, and whether a semi-individualized approach is an effective method of delivering feedback.

Transfer to Rank for Heterogeneous One-Class Collaborative Filtering

Heterogeneous one-class collaborative filtering is an emerging and important problem in recommender systems, where two different types of one-class feedback, i.e., purchases and browses, are available as input data. The associated challenges include ambiguity of browses, scarcity of purchases, and heterogeneity arising from different feedback. In this article, we propose to model purchases and browses from a new perspective, i.e., users’ roles of mixer, browser and purchaser. Specifically, we design a novel transfer learning solution termed role-based transfer to rank (RoToR), which contains two variants, i.e., integrative RoToR and sequential RoToR. In integrative RoToR, we leverage browses into the preference learning task of purchases, in which we take each user as a sophisticated customer (i.e., mixer ) that is able to take different types of feedback into consideration. In sequential RoToR, we aim to simplify the integrative one by decomposing it into two dependent phases according to a typical shopping process. Furthermore, we instantiate both variants using different preference learning paradigms such as pointwise preference learning and pairwise preference learning. Finally, we conduct extensive empirical studies with various baseline methods on three large public datasets and find that our RoToR can perform significantly more accurate than the state-of-the-art methods.

Effect of Focused and Unfocused Feedback on Learners’ Writing Accuracy within Different Gender and Cultural Background Groups

This research is to measure the effect of focused and unfocused feedback on second language (L2) learners’ writing accuracy with involving gender and learners’ cultural background factors. The study applied a pretest-posttest quasi-experimental design. The participants were 128 learners at IAIN Palangka Raya, Indonesia. During the learning process, the first treatment group was treated using Focused Direct Feedback; the second treatment group was treated using Unfocused Direct Feedback, and the control group was not given any treatments or No Feedback. Data were analyzed using a three-way ANOVA analyses. The analysis confirmed that the focused direct of feedback gave a facilitative effect on the learners’ writing accuracy. In terms of gender, the learners' writing accuracy differed significantly different between males and female. In terms of cultural background, the learners’ writing accuracy did not differ significantly among each ethnics. There were no differences significantly on the learners’ writing accuracy caused by gender and the types of corrective feedback factors. There were no differences significantly on the learners’ writing accuracy caused by cultural background and types of corrective feedback factors. There were no differences significantly on the learners’ writing accuracy caused by gender and cultural background factors. There were no differences significantly on the learners’ writing accuracy caused by gender, cultural background the types of corrective feedback factors. To conclude, it was noted that gender and different types of feedback had a vital thing in increasing learners’ writing accuracy. Corrective feedback was important for both the teachers and learners in L2 writing class.

How motivational feedback increases user’s benefits and continued use: A study on gamification, quantified-self and social networking

With the increasing provenance of hedonic and social information systems, systems are observed to employ other forms of feedback and design than purely informational in order to increase user engagement and motivation. Three principle classes of motivational design pursuing user engagement have become increasingly established; gamification, quantified-self and social networking. This study investigates how the perceived prominence of these three design classes in users’ use of information system facilitate experiences of affective, informational and social feedback as well as user’s perceived benefits from a system and their continued use intentions. We employ survey data (N = 167) gathered from users of HeiaHeia; an exercise encouragement system that employs features belonging to the three design classes. The results indicate that gamification is positively associated with experiences of affective feedback, quantified-self with experiences of both affective and informational feedback and social networking with experiences of social feedback. Experiences of affective feedback are further strongly associated with user perceived benefits and continued use intentions, whereas experiences of informational feedback are only associated with continued use intentions. Experiences of social feedback had no significant relationship with neither. The findings provide practical insights into how systems can be designed to facilitate different types of feedback that increases users’ engagement, benefits and intentions to continue the use of a system.

Understanding Master’s students’ peer feedback practices from the academic discourse community perspective: A rethinking of postgraduate pedagogies

ABSTRACTWhile recent research has highlighted the increasing importance of peer feedback as a supplementary pedagogy to supervision in higher education academic contexts, little is known regarding whether and how peer feedback can induct research students into the academic discourse community. Underpinned by the academic discourse community theory, this case study explores seven postgraduate students’ peer feedback practice and its effect on the revision of master thesis drafts. It examines data collected from multiple sources, including master students’ drafts of theses, peer written feedback, audio recordings of oral peer feedback conferences and students’ final theses. It was found that although different feedback providers used different types of feedback, feedback given in different languages and by different strategies to negotiate with the feedback receivers, peer feedback played an effective role in socialising Master’s students into the academic discourse community where grasping the gist of academic writing constitutes a significant part in higher education.

O FEEDBACK COMO FERRAMENTA AVALIATIVA E MOTIVADORA NO PROCESSO DE AQUISIÇÃO DE LÍNGUA ESTRANGEIRA

O objetivo geral desta pesquisa bibliográfica é de apresentar e discutir estudos que investigam a relevância e o uso do feedback pelo professor como ferramenta avaliativa e motivadora no processo de aquisição de língua estrangeira. Inicialmente, discute-se a origem do termo feedback e são apresentados os diferentes tipos de feedback, bem como a sua importância para o processo de ensino e aprendizagem. Essa pesquisa discute como o feedback acontece nos trabalhos escritos e no desempenho oral do aprendiz e qual deve ser a postura do professor como principal mediador do processo de aprendizagem. Por tratar-se de um momento comum durante a aquisição de uma língua estrangeira, é dado um enfoque especial ao tratamento do feedback na escrita e em atividades orais, tanto em contexto de sala de aula quanto em atividades desenvolvidas em ambientes externos à escola. Finalmente, o feedback como ato de comunicação e a função do feedback entre os pares são discutidos com base em relatos na literatura nacional e internacional. Os dados indicam que um feedback abrangente e completo promovido pelo professor é significativo para as atividades de avaliação, dentro de uma prática pedagógica, com vistas a conduzir o aluno à efetiva aprendizagem do idioma inglês como língua estrangeira.

Sensor-based postural feedback is more effective than conventional feedback to improve lumbopelvic movement control in patients with chronic low back pain: a randomised controlled trial

BackgroundImproving movement control can be an important treatment goal for patients with chronic low back pain (CLBP). Although external feedback is essential when learning new movement skills, many aspects of feedback provision in patients with CLBP remain currently unexplored. New rehabilitation technologies, such as movement sensors, are able to provide reliable and accurate feedback. As such, they might be more effective than conventional feedback for improving movement control. The aims of this study were (1) to assess whether sensor-based feedback is more effective to improve lumbopelvic movement control compared to feedback from a mirror or no feedback in patients with chronic low back pain (CLBP), and (2) to evaluate whether patients with CLBP are equally capable of improving lumbopelvic movement control compared to healthy persons.MethodsFifty-four healthy participants and 54 patients with chronic non-specific LBP were recruited. Both participant groups were randomised into three subgroups. During a single exercise session, subgroups practised a lumbopelvic movement control task while receiving a different type of feedback, i.e. feedback from movement sensors, from a mirror or no feedback (=control group). Kinematic measurements of the lumbar spine and hip were obtained at baseline, during and immediately after the intervention to evaluate the improvements in movement control on the practised task (assessment of performance) and on a transfer task (assessment of motor learning).ResultsSensor-based feedback was more effective than feedback from a mirror (p < 0.0001) and no feedback (p < 0.0001) to improve lumbopelvic movement control performance (Sensor vs. Mirror estimated difference 9.9° (95% CI 6.1°-13.7°), Sensor vs. Control estimated difference 10.6° (95% CI 6.8°-14.3°)) and motor learning (Sensor vs. Mirror estimated difference 7.2° (95% CI 3.8°-10.6°), Sensor vs. Control estimated difference 6.9° (95% CI 3.5°-10.2°)). Patients with CLBP were equally capable of improving lumbopelvic movement control compared to healthy persons.ConclusionsSensor-based feedback is an effective means to improve lumbopelvic movement control in patients with CLBP. Future research should focus on the long-term retention effects of sensor-based feedback.Trial registrationclinicaltrials.gov NCT02773160, (retrospectively registered on May 16th, 2016).

SIT LESS: A prototype home-based system for monitoring older adults sedentary behavior

ABSTRACTThis paper presents the overall design of a prototype home-based system aimed to reduce sedentary behavior of older adults. Quantitative performance indicators were developed to measure the sedentary behavior and daily activities of an older adult. The sedentary behavior is monitored by identifying individual positions (standing, sitting, and lying) within the field of view of a Microsoft Kinect sensor, using a custom designed algorithm. The physical activity of the older adult when outside the field of view of the Microsoft Kinect sensor is monitored by counting the number of steps using a Fitbit Charge HR watch, which the older adult is equipped with. A user interface was developed on a PC platform to interact with the older adult. The user interface is automatically operated and includes several modules. It displays the activity level, and provides feedbacks, alerts, and reminders to reduce sedentary behavior. Evaluations using a mixed methods approach that included a focus group, interviews, and observations were conducted to examine the integrated system, evaluate the users’ experience with the system, and compare different types of feedbacks and alerts. The analyses indicated the feasibility of the proposed SIT LESS system along with recommendations for improving the system in future research.

Politicians’ use of Facebook during elections

PurposeThe purpose of this paper is to understand the use of Facebook by Israeli party leaders during an election period by examining four elements: the type of Aristotelian language of persuasion; the level of online engagement measured by three different types of feedback: likes, comments and shares; the use of personalization elements as engagement strategies; and the vividness features used in the post (text, photographs and video).Design/methodology/approachAll of the posts from the Facebook pages of ten Israeli party leaders were collected for 45 days prior to the 2015 general elections. The number of posts, likes, comments and shares in each post were captured and the data were analyzed looking for elements of Aristotelian persuasion and of online engagement with the users.FindingsThe dominance of pathos was a salient element in the data demonstrating the politicians’ need to create an affective alliance with the public and it was the element that resulted in a higher number of likes, shares and comments. Only a few relationships were found and these do not point to a clear relationship between multimedia use and social media engagement. The interactive, open and free nature of social networking sites contributes to their development as a new type of political podia that allow politicians to produce a different kind of political communication. Instead of using these sites as platforms to disseminate their ideas, plans and strategies, politicians focus their interactions with the audience on the creation and maintenance of affective alliances.Originality/valueThe study contributes to the existing literature on the subject by examining four characteristics of the politicians’ personal profiles on social networks simultaneously while most of the past studies have focused on only one or two of these characteristics.