Elaborate Feedback Research Articles

Feedback for learning from text: What kind and where in the text is most effective?

Etextbooks have the affordance of providing immediate feedback for review questions on the content. However, it needs to be clarified what type and placement of feedback is most effective. College and high school students (N = 390) were randomly assigned to receive either correct-answer-only feedback or elaborative feedback either in the middle-and-end of the textbook excerpt or the end only. Elaborative feedback at the end of the text had more accurate posttest scores and more efficient learning (based on time reading per correct answer) than did other conditions. Metacomprehension accuracy, based on the difference between predicted performance and actual performance, did not reliably differ by condition. Neither the perceived difficulty of the text nor the review questions reliably differed based on feedback condition. This study has practical implications for the design of etextbooks provided the findings generalize across disciplines and entire etextbooks.

온라인 학습에서 사후 인출연습과 피드백 유형이 메타인지적 판단의 정확도와 학업성취에 미치는 영향

The purpose of this study is to examine the effects of retrieval practice and various types of feedback on academic achievement and the accuracy of metacognitive judgments in an online learning environment. Participants were divided into a control group, which engaged in standard relearning, and three experimental groups that participated in retrieval practice. These groups were differentiated based on the type and amount of feedback provided: Group 1 received knowledge of results feedback, Group 2 received knowledge of correct response feedback, and Group 3 received elaborate feedback, each designed to test different aspects of learning reinforcement. Participants studied online learning content divided into four segments under these conditions. Metacognitive judgments were assessed through a survey after completing the fourth segment, and academic achievement was measured by a final test consisting of 20 items (9 previously studied items and 11 transfer items), administered one week after the end of the learning period. The results revealed significant differences in academic achievement between the experimental and control groups for both the previously studied and total items. Additionally, the experimental groups demonstrated significantly higher academic achievement and more accurate metacognitive judgments in both item categories compared to the control group. No significant differences were found among the feedback types. Based on these findings, the implications of the study are discussed.

Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback?

AbstractBackgroundDelivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual).ObjectivesThis quasi‐experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high‐stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement.MethodsA total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format.Results and ConclusionsOur results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written‐feedback group accessed EF messages more often, but students who received video‐feedback performed better than their counterparts in the written‐feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video‐feedback.TakeawaysThe results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement.

Exam Review Versus Categorical Feedback: Which Improves Scores by Doctor of Physical Therapy Students?

Introduction. Feedback after computer-based assessments is essential to the learning process. Options include knowledge of results (KR), knowledge of correct results (KCR), and elaborated feedback (EF). This study aimed to identify whether specific or broader forms of postassessment feedback optimize physical therapist students' computer-based assessment scores. Review of Literature. Health care educators have various types of feedback they can provide to students. Educators may consider the need for exam integrity and increasing student engagement when determining what type of feedback to deliver. Elaborated feedback seems to be most effective in higher-order learning objectives than KCR or KR to improve learning outcomes and can be delivered in clear and engaging ways for students while maintaining exam integrity. Subjects. Forty-nine first-year Doctor of Physical Therapy students. Methods. This study was a quasi-experimental design. Students were given a feedback form postassessment: secure exam review with note sheet (KCR) or Strengths and Opportunities Report (EF). Students repeated assessments on the same content (mix of repeat and related items). Exam scores and question performance were analyzed with linear and logistic regression. Students were surveyed about feedback preferences. Results. After adjusting for differences in the initial exam scores and graduate Grade Point Average, KCR improved retake exam scores (confidence interval [CI95] = 0.07–1.82 percentage points). Knowledge of correct results was more effective than EF for repeated questions (RR = 1.53, CI95 = 1.12–2.09, P = .0031). Knowledge of correct results and EF were similarly effective for related questions (RR = 1.01, CI95 = 0.76–1.33, P = .9997). Most students (89.75%) preferred KCR. Discussion and Conclusion. Compared with EF, KCR provided modest improvements on follow-up exams, specifically on repeated questions. Because students are unlikely to encounter repeated questions on licensure exams, EF may be an excellent choice to balance exam integrity and feedback quality.

Web-based elaborative feedback provision and the development of reading skills

The purpose of this study was to find out whether web-based feedback can improve students’ reading comprehension. Fifty first-year students participated in the study: 25 in the experimental group and 25 in the control group. The study used a quasi-experimental design. Data was collected via a web-based reading comprehension test and a paper-based test. Moodle Cloud server was used to organize the training tasks and to administer the post-test for the experimental group. Data were analysed using mean, frequency, independent samples t-test, and paired samples t-test. The pre-test score indicated that students were at elementary comprehension level with a percentage of 34%, and 37% for the treatment and the comparison group, respectively. There was also a statistically significant mean difference in the post-test scores between the experimental and the control groups (t= 6.174, df= 48, and p= 0.000) with mean scores of 17.84 and 13.16, respectively. This shows that web-based feedback has significantly improved students’ reading comprehension.

How digital tools support the validation of outdoor modelling results

Mathematical modelling addresses numerous demands of modern mathematics education: The learning of mathematics is directly linked to reality and hence to real objects. At the same time, these tasks are very challenging for students, especially when their own solution process needs to be validated and refined. Studies even show that some students do not validate their results at all. Recent research has shown that digital tools can enhance the support of modelling activities in different ways. In this paper, we take the modelling step of validation into a deeper account and explore the potential of MathCityMap, a digital tool for outdoor mathematics education. Hereby, its automatic solution validation by means of a predefined interval and assessment of the result’s quality are taken into consideration. The modelling activities of secondary school students are compared on a quantitative and qualitative level – half of the students working with the MathCityMap app and half of them solving the tasks without any digital support. Based on the quantitative results, we can see that the app functionalities for elaborative feedback are used to varying degrees: While student groups frequently access the hints, the sample solution is hardly accessed. Moreover, our analysis can show the value of corrective app feedback. Student groups that used the app solved a comparable number of problems, but failed significantly less often than student groups that worked on math trails without the app. The qualitative results show that in particular the solution validation forces the students to proceed with a second run in the modelling cycle if a result is valued as wrong in the app. In addition, it helps the students to assess their own result in terms of its correctness. Based on the combined results, we draw conclusions about the app usage in mathematical modelling tasks.

Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge

AbstractDigital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of learning games. This paper presents an empirical study exploring the influence of prior knowledge on response to feedback, in two conditions: with or without instruction. Thirty‐six primary children (age 8–11) with reading difficulties participated: each child was assessed for their prior knowledge of two suffix types—noun and adjective suffixes. They subsequently received additional instruction for one suffix type and then played two rounds of a literacy game—one round for each suffix type. Our analysis shows that prior knowledge predicted initial success rates and performance after a verbal hint differently, depending on whether instruction was provided. These results are discussed with regards to learning game feedback design and the impact on different types of knowledge involved in gameplay, as well as other game design elements that might support knowledge building during gameplay. Practitioner notesWhat is already known about this topic Instructional supports, such as elaborative feedback, are a key feature of learning games. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. Prior knowledge is an important moderator to consider in the context of elaborative feedback. What this paper adds Providing additional instruction (eg, pre‐training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre‐training within their gameplay. Highlights the importance of children's preferred learning strategies within the design of pre‐training and feedback to ensure children are able to use the instructional support provided within the game. Possible implications for pre‐training and feedback design within literacy games, as well as highlighting areas for further research. Implications for practice and/or policy Pre‐training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback. Pre‐training should be combined with different types of in‐game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic). Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game.

Using Cognitive Science and Technology to Enhance Financial Education: The Effect of Spaced Retrieval Practice

Financial literacy is an important life skill, yet the impact of financial education has often been found to be modest. We conducted a field experiment to assess the effectiveness of a postinstruction intervention using a smartphone app that incorporated cognitive science principles aimed at improving learning. College students who completed a required credit review workshop during their sophomore year used the smartphone app in one of three practice conditions: control (no practice), massed, or spaced retrieval practice with elaborative feedback. On a final assessment about 5 months later, students who engaged in spaced retrieval practice were superior to those in the control and massed practice conditions in terms of knowledge. Given the ubiquity of smartphones today, the results highlight the potential of harnessing easily accessible technology as learning tools to augment the retention and transfer of knowledge.

EFL Learners Interaction with Feedback Presented through a Computer-Assisted Reading Program

This article examines the interaction patterns of second language (L2) learners when engaging with different types of feedback presented through a computer reading program. There were 12 EFL learners who were asked to complete reading exercises in the program, and the way they interacted with the feedback provided was examined through interviews, observations and think-aloud exercises. The qualitative analyses explored participants' experience of the reading feedback and how EFL learners of different language levels behaved when presented with knowledge of correct response (KCR), elaborated feedback (EF), and no feedback. The results showed limited use of the EF, and most students relied on KCR to guide their reading. In addition, many of the participants commented on the complexity of the EF, which presented as a barrier to facilitating reading comprehension. From the interviews, it was discovered that feedback could negatively influence the reading experience for low-level learners as the feedback was not accessible enough to help in the reading comprehension process.

Crosstalk of putrescine synthetic pathway with abscisic acid signaling pathway in cold tolerance of potato

Low temperature is one of the important environmental factors affecting the growth development of potato. In the previous study, arginine decarboxylase gene ADC1 , associated with putrescine synthetic pathway enhances potato cold-acclimated resistance. In this research, to further explore the mechanism by which putrescine pathway regulates potato cold-acclimated resistance, a comparative transcriptome was conducted. GO and KEGG enrichment analysis indicated that ABA signaling pathway was significantly enriched in ADC1 transgenic lines (OE) after cold acclimation. The expression of several genes in ABA signaling pathway, such as three PYLs, two SnRK2s and AREB2 , was up-regulated. And ABA could improve cold resistance in potato indicated by reduced electrolyte leakage under freezing temperature and enhance putrescine synthetic pathway indicated by increased expression of ADC1 and putrescine accumulation. There are several ABRE binding sites on the ADC1 promoter, and Dual-Luciferase assay showed that AREB/ABF/ABI5 family members especially AREB2, enhanced the transcriptional activity of the ADC1 promoter. In conclusion, putrescine synthesis pathway improves potato cold-acclimated resistance through up-regulating of ABA signaling pathway. In turn, ABA with AREB2 enhances putrescine synthetic pathway. There exists elaborate feedback regulation between putrescine synthetic pathway and ABA pathway to form cold-acclimated tolerance in potato. The excavation of the mechanism underlying cold resistance provides gene resources and theoretical bases for production practice in potato. • Overexpressing ADC1 in potato upregulates the expression of related genes in ABA signaling pathway. • ABA enhances cold tolerance in potato with the improving expression of ADC1 and increasing accumulation of putrescine. • AREB2 enhances activities of ADC1 promoters by Dual-Luciferase.

E-learning with multiple-try-feedback: Can hints foster students’ achievement during the semester?

E-learning opportunities have become an increasingly important component of university education. Various laboratory studies have shown that e-learning environments can meaningfully enhance learning by incorporating various interventions and design choices (e.g., providing feedback and scaffolds). However, many computer-based interventions have not yet been applied in authentic university courses, raising questions about whether and how the provision of certain forms of feedback works and scales in an applied context. In this paper, we addressed this research gap. Specifically, we investigated whether including an elaborative component (hints) in multiple-try feedback increases student learning in e-learning exercises in an undergraduate statistics course. In one exercise, after completing a statistical problem, one group received feedback that conveyed knowledge about the correct response, while the other group additionally received elaborative feedback in the form of hints. We conducted an experimental comparison of these two types of feedback with third-semester sociology students in the tutorial component of an introductory statistics course. The results show that additional feedback helps students perform better during the session and on a delayed test one week later. Implications for further research and the application of such e-learning environments in university settings are discussed.

Elaborative feedback and instruction improve cognitive reflection but do not transfer to related tasks

Cognitive reflection, or the ability to inhibit intuitive and incorrect responses in favour of correct responses, predicts performance on a variety of cognitive tasks. The present study examined interventions to improve cognitive reflection. In two experiments, college students (N = 491) were assigned to one of three conditions, completed two versions of a cognitive reflection test (CRT), and then completed transfer tasks. Between the two CRTs, some participants were provided with elaborative feedback, others were instructed to consider additional responses for their initial responses and the final group was a control. In both experiments, CRT performance increased between the first and second CRT in the feedback and instruction groups, but not in the control group. There was little evidence, however, for transfer to other tasks. These results suggest that cognitive reflection performance can be improved with brief interventions but that this improvement may not transfer to related tasks.

The interacting physiology of COVID-19 and the renin-angiotensin-aldosterone system: Key agents for treatment.

SARS‐CoV‐2 interacting with its receptor, angiotensin‐converting enzyme 2 (ACE2), turns the host response to viral infection into a dysregulated uncontrolled inflammatory response. This is because ACE2 limits the production of the peptide angiotensin II (Ang II) and SARS‐CoV‐2, through the destruction of ACE2, allows the uncontrolled production of Ang II. Recovery from trauma requires activation of both a tissue response to injury and activation of a whole‐body response to maintain tissue perfusion. Tissue and circulating renin‐angiotensin systems (RASs) play an essential role in the host response to infection and injury because of the actions of Ang II, mediated via its AT1 receptor. Both tissue and circulating arms of the renin angiotensin aldosterone system's (RAAS) response to injury need to be regulated. The effects of Ang II and the steroid hormone, aldosterone, on fluid and electrolyte homeostasis and on the circulation are controlled by elaborate feedback networks that respond to alterations in the composition and volume of fluids within the circulatory system. The role of Ang II in the tissue response to injury is however, controlled mainly by its metabolism and conversion to Ang‐(1‐7) by the enzyme ACE2. Ang‐(1‐7) has effects that are contrary to Ang II‐AT1R mediated effects. Thus, destruction of ACE2 by SARS‐CoV‐2 results in loss of control of the pro‐inflammatory actions of Ang II and tissue destruction. Therefore, it is the response of the host to SARS‐CoV‐2 that is responsible for the pathogenesis of COVID‐19.

The Influence of Feedback Content and Feedback Time on Multimedia Learning Achievement of College Students and Its Mechanism.

This study investigated the content of feedback (adaptive, elaborated, and knowledge of correct response, KCR) and time (Immediate and Delayed) influences on multimedia learning of college students. Students from the Northeast Normal University (N = 157) were randomly assigned to one of the six experimental conditions. We tried to explain the influence mechanisms of different feedback effects through subjectively reported motivation, cognitive load, and eye movement trajectory during the feedback period. The results showed that (1) different feedback methods in terms of feedback time and feedback content have significantly different effects on scores. Among them, scores of the immediate feedback group were significantly higher than those of the delayed feedback group, and the scores of the adaptive feedback (AF) group were significantly higher than those of the elaborated feedback (EF) group and the knowledge of the correct response feedback group. (2) Different types of feedback contents have significantly different effects on motivation. The motivation scores reported by the AF group and EF group were significantly higher than those reported by the knowledge of the correct response feedback group. (3) Different feedback methods in terms of feedback time and feedback content had significantly different effects on subjective germane cognitive load reports. Among them, the germane cognitive load score of the immediate feedback group was significantly higher than that of the delayed feedback group. The germane cognitive load scores reported by the AF group were significantly higher than those reported by the EF group and knowledge of the correct response feedback group. (4) The germane cognitive load plays a partial mediating role between the AF and post-test scores. (5) Different feedback methods in feedback time have different effects on eye movement fixation trajectory, which shows that the subjects in the immediate feedback group were significantly less than those in the delayed feedback group in fixation count and fixation time in the interest area of the stem. (6) Consistent with our hypothesis, different feedback methods in feedback content have different effects on eye movement trajectory. In summary, the results show that the AF initiated in this study has a positive effect on multimedia learning of college students; it not only provides empirical evidence for cognitive load theory but also helps educators design adaptive learning feedback according to responses of students.

The Influence of Feedback Types on the Use of Automation During Learning

This study investigated two feedback types to see if there was a relationship between level of elaborative feedback and participant’s ability to learn a task while also looking at their use of automation. The task was a rule-based problem solving task where participants needed to learn the rules of selecting one pair (Ranger and Hiker) on a gridded map. Ten trials were randomly presented to participants who were asked to make pair selections based on rules (two stated and one unknown to the participant when starting) of correct matches. Results indicated that feedback type significantly influenced accuracy, while trial difficulty influenced use of automation. Results from this study can be applied in education and training of declarative knowledge tasks when rules must be inferred.

Beyond Psychological Safety \u2013 the Role of Direct Supervisor Behavior in Fostering Learning from Errors at the Workplace

This study explores how direct supervisors can hinder or enhance how professionals learn from their errors. Extant research has often focused on psychological safety as the main condition for this kind of learning to take place. We expand prior research by exploring which behaviors of direct supervisors effectively facilitate learning from errors in concert with psychological safety. We conducted semi-structured interviews among 23 professionals to gain detailed insights into their thoughts, needs, and the difficulties they encounter. Through content analysis, we identified four critical supervisor behaviors that participants viewed as facilitating learning from errors next to fostering a psychologically safe work environment: (1) providing timely feedback, (2) guidance and elaborate feedback, (3) being accessible and personally involved, (4) organizing joint evaluations. Based on our findings, recommendations are formulated for supervisors that aim to facilitate professionals’ learning from errors and their professional development.

Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback

AbstractThis paper examines how primary aged children with reading difficulties attend to, understand and act upon different types of feedback within a digital literacy game. A systematic and structured video analysis of twenty‐six children's game play was carried out focussing on moments where children made an error and were followed by in‐game feedback. Our findings show that children benefited from outcome feedback, which supported an accurate interpretation of their game performance and prompted children to try again. In contrast, though the elaborative feedback attracted similar levels of attention, children struggled to understand the content, resulting in a reliance on implicit knowledge to correct their next response. Alongside identifying a set of new questions for future research, the study contributes a number of intrinsic and extrinsic recommendations for ensuring children with reading difficulties attend to and comprehend games‐based feedback. Practitioner notesWhat is already known about this topic? Outcome and elaborative feedback provided in games can scaffold the learner to recognise errors and apply corrective strategies. Elaborative feedback, in particular, has been evidenced to support the learner's understanding and lead to learning gains, albeit with older populations. What this paper adds? An empirical evaluation of how young children who struggle with reading attend to, understand, and respond to feedback in a digital literacy game. Demonstrates that children attend to the outcome and elaborative feedback to equal degrees, but struggle to understand and apply elaborative feedback due to its metalinguistic complexity. Implications for practice and/or policy? Games that embed outcome feedback visually in the target response can enhance the child's attention to, and understanding of, their performance. Games that offer verbal elaborative feedback require additional instruction to maintain children's focus on the feedback and to support content understanding.

Vasopressin: An output signal from the suprachiasmatic nucleus to prepare physiology and behaviour for the resting phase.

Vasopressin (VP) is an important hormone produced in the supraoptic (SON) and paraventricular nucleus (PVN) with antidiuretic and vasoconstrictor functions in the periphery. As one of the first discovered peptide hormones, VP was also shown to act as a neurotransmitter, where VP is produced and released under the influence of various stimuli. VP is one of the core signals via which the biological clock, the suprachiasmatic nucleus (SCN), imposes its rhythm on its target structures and its production and release is influenced by the rhythm of clock genes and the light/dark cycle. This is contrasted with VP production and release from the bed nucleus of the stria terminalis and the medial amygdala, which is influenced by gonadal hormones, as well as with VP originating from the PVN and SON, which is released in the neural lobe and central targets. The release of VP from the SCN signals the near arrival of the resting phase in rodents and prepares their physiology accordingly by down-modulating corticosterone secretion, the reproductive cycle and locomotor activity. All these circadian variables are regulated within very narrow boundaries at a specific time of the day, where day-to-day variation is less than 5% at any particular hour. However, the circadian peak values can be at least ten times higher than the circadian trough values, indicating the need for an elaborate feedback system to inform the SCN and other participating nuclei about the actual levels reached during the circadian cycle. In short, the interplay between SCN circadian output and peripheral feedback to the SCN is essential for the adequate organisation of all circadian rhythms in physiology and behaviour.

Feedback is a gift : Do Video-enhanced rubrics result in providing better peer feedback than textual rubrics?

High-quality elaborative peer feedback is a blessing for both learners and teachers. However, learners can experience difficulties in giving high-quality feedback on complex skills using textual analytic rubrics. High-quality elaborative feedback can be strengthened by adding video-modeling examples with embedded self-explanation prompts, turning textual analytic rubrics (TR) into so-called 'videoenhanced analytic rubrics' (VER). This study contrasts two experimental conditions (TR, n = 54; VERs, n = 49) with their version of the anonymized online tool (used to collect the given feedback in 'Tips for improvement and Tops identifying strengths'). Peer feedback quality (concreteness and consistency) was evaluated using Natural Language Processing. As expected, the video-enhanced rubrics condition resulted in a higher quantity of words used and a lower amount of naive wording compared to the textual rubric condition. Contrary to our assumptions, it did not lower the amount of non-constructive wording nor improved the amount of behavioral and process-related feedback. Possibly, the transition from providing more feedback to delivering more accurate behavioral and process-related feedback has not yet been made in the time set for the study.

Students' perception about 'Model Answer' method as a reflective tool for assessment & teaching-learning in Forensic Medicine

Assessment is an integral part of the curriculum and it is always being attempted to connect teaching with learning. Formative assessment has been established as the best way to monitor a student's progress during the learning process. The essence of assessment is the purpose for which an assessment is done. Formative assessment is formative only if the teacher provides feedback to the student. Assessment without feedback may be a lost opportunity for a student to understand and correct the mistake. Challenges have also been perceived previously for providing feedback. Simply providing unstructured feedback might not ensure student's proper understanding of their use as desired by the teacher. The department of Forensic Medicine and Toxicology at our institute practices 'Model Answer' method to provide structured feedback following each formative assessment of medical students for the past few years. The model of 'model answer' used in this study differs from the previously suggested models with few modifications such as it is completely structured, enriched with specific and elaborative feedback and following up the assessment as early as possible. This study is an effort to note the perceptions of students about the effectiveness of the method. Most of the students agreed that this method helped them to learn from assessment, clarify concepts, to discuss commonly occurring mistakes, to learn from other's mistakes, to improve their writing skills, to identify their mistake and understand the appropriate response with reasons. Furthermore, they agreed that the method provided an opportunity for discussion and hence it leads to transparent and unbiased assessment. Structured feedback is essential to inform students about what they are doing well and what requires improvement. The structured model answer method with feedback may create a culture which includes an assessment for learning.