Types Of Feedback Research Articles

Consulting doctors online after offline treatment: investigating the effects of online information on patients' effective use of online follow-up services.

The use of online follow-up services (OFUS) is becoming an increasingly important supplement to hospital care. Through OFUS, patients can find their doctors in online health communities (OHCs) and receive remote medical follow-ups after hospital treatment. However, the rate of effective use of OFUS by current patients is still low, and there is an urgent need for research to investigate the online information factors that affect patients' effective use of OFUS. Based on the elaboration likelihood model (ELM) of persuasion and an analysis of a panel dataset including 3,672 doctors in a leading OHC in China, this study explores how online information from doctors' knowledge contributions and patient feedback influences patients' effective use of OFUS. The results show that both doctors' knowledge contributions and patient feedback positively influence patients' effective use of OFUS. Doctors' paid knowledge contributions and patients' paid feedback have stronger persuasive effects than doctors' free knowledge contributions and patients' free feedback, respectively. Moreover, there is a substitutional relationship between doctors' paid and free knowledge contributions and between patients' paid and free feedback in influencing patients' effective use of OFUS. The findings of this study suggest that OHC platforms and healthcare providers should account not only for the persuasive effects of doctors' knowledge contributions and patient feedback but also for influential differences and relationships between the types of doctors' knowledge contributions and patient feedback to better persuade patients to effectively use OFUS.

AGN Feedback Signatures in UV Emission

Supermassive black holes (SMBH) are believed to influence galaxy evolution through AGN (active galactic nuclei) feedback. Galaxy mergers are key processes of galaxy formation that lead to AGN activity and star formation. The relative contribution of AGN feedback and mergers to star formation is not yet well understood. In radio-loud objects, AGN outflows are dominated by large jets. However, in radio-quiet objects, outflows are more complex and involve jet, wind, and radiation. In this review, we discuss the signatures of AGN feedback through the alignment of radio and UV emissions. Current research on AGN feedback is discussed, along with a few examples of studies such as the galaxy merger system MRK 212, the radio-quiet AGN NGC 2639, and the radio-loud system Centaurus A. Multi-frequency observations of MRK 212 indicate the presence of dual AGN, as well as feedback-induced star-forming UV clumps. The fourth episode of AGN activity was detected in radio observations of the Seyfert galaxy NGC 2639, which also showed a central cavity of 6 kpc radius in CO and UV maps. This indicates that multi-epoch jets of radio-quiet AGN can blow out cold molecular gas, which can further reduce star formation in the center of the galaxies. Recent UV observations of Cen A have revealed two sets of stellar population in the northern star-forming region, which may have two different origins. Recent studies have shown that there is evidence that both positive and negative feedback can be present in galaxies at different scales and times. High-resolution, multi-band observations of large samples of different types of AGN and their host galaxies are important for understanding the two types of AGN feedback and their effect on the host galaxies. Future instruments like INSIST and UVEX will be able to help achieve some of these goals.

Norm From The Top: A Social Norm Nudge To Promote Low-Practiced Behaviors Without Boomerang Effect

Social norms are an essential determinant of conformity in decision-making, a powerful nudge for helping people adopt prosocial behavior. Informing people that most of their peers behave virtuously encourages them to improve their own behavior. Nevertheless, social norm mechanisms are efficient if the proportion of people who already act prosocially is sufficient, otherwise, the norm can lead to a ”boomerang effect” namely, this induces a person who acts prosocially to abandon her previous choice since she is informed that the majority does not support her prosocial behavior. The purpose of this paper is to develop a new norm that can be efficient even when implemented in behaviors practiced by a minority of people, by contrast to current social norm nudges. In our experiment, we create a new type of feedback that includes descriptive and injunctive norms and then observe whether they are more effective than standard social norm feedback. This new feedback, named ”Norm From The Top”, provides information based on the most altruistic people in the population. The experiment was run online due to the sanitary conditions in 2021. 203 participants were recruited from Cirano (Montreal, Quebec). Cirano is an interuniversity center, multidisciplinary and intersectoral. The sample comprises 120 women and 83 men (Average age = 37.2; SD = 10.5). In the experiment, participants were randomly exposed to a social norm that elicited prosocial behavior from other participants, and we observed whether the group exposed to the Norm From The Top increased their prosocial behavior compared to the other groups. Specifically, participants were asked whether they were willing to complete surveys without compensation. This study found that this norm acted as an effective nudge, increasing the average decision regarding prosocial behavior and addressing the boomerang effect issue. The Norm From The Top sets a high reference point compared to the standard norm and does not induce a reduction of contributions higher than this reference point. In contrast, the standard norm does not have a significant effect due to the boomerang effect and leads to a concentration of the contributions towards the average, resulting in an inefficient nudge in this context. These results show the potential of the Norm From The Top enforcement to promote low-practiced prosocial behaviors, thereby increasing the range of prosocial behaviors that social norm nudges can reinforce. Applying this norm to different types of prosocial behaviors in field experiments would allow for observing its impact on actual behaviors and assessing the external validity of this new instrument before making it available to policymakers.

Assessing the Impact of Written Corrective Feedback Strategies on the Writing Proficiency of Senior High School Students

Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students' perceptions about the value of feedback on their written errors. This study aims to investigate the effects of direct WCF, indirect WCF, and metalinguistic explanation on the past simple tense acquisition of senior high school learners in Pakistan. Much research has been conducted involving adults, while little has been done to consider senior high school students in this regard. This study has been aimed to explore the effects of direct WCF, indirect WCF and metalinguistic explanation on the writing performance of senior high school students in Pakistan. Students were divided into four groups, each with one type of feedback, including group four as the control group with no feedback. All four groups had written narration on a given picture and were treated by mentioned feedback. After that, results were compared to look for effective feedback type. After writing task, a survey and interview were conducted to explore students’ perceptions about WCF and WCF strategies. The study found that learners want feedback from their teachers and prefer direct feedback and Metalinguistic explanation. This research has been planned to help learners in their early stage through WCF learn a second language and form a strong linguistic base that will help them construct grammatically correct sentences and compositions.

A Sensory Feedback Neural Stimulator Prototype for Both Implantable and Wearable Applications.

The restoration of sensory feedback is one of the current challenges in the field of prosthetics. This work, following the analysis of the various types of sensory feedback, aims to present a prototype device that could be used both for implantable applications to perform PNS and for wearable applications, performing TENS, to restore sensory feedback. The two systems are composed of three electronic boards that are presented in detail, as well as the bench tests carried out. To the authors' best knowledge, this work presents the first device that can be used in a dual scenario for restoring sensory feedback. Both the implantable and wearable versions respected the expected values regarding the stimulation parameters. In its implantable version, the proposed system allows simultaneous and independent stimulation of 30 channels. Furthermore, the capacity of the wearable version to elicit somatic sensations was evaluated on healthy participants demonstrating performance comparable with commercial solutions.

Corrective feedback in EFL Classroom Interaction: A Qualitative Study Among Third Grade Students at an International High School

This study investigates the occurrence and various types of oral feedback within the English as a Foreign Language (EFL) classroom environment among third-grade students at an international high school in Sarajevo. The research aims to comprehend the nature and frequency of oral feedback provided by teachers to students during classroom interactions. Through qualitative analysis and observations, this study examines the diverse forms of oral feedback utilized by teachers and evaluates their impact on student learning and language acquisition. The methodology involves classroom observations of both teachers and students to gather comprehensive data on the types, patterns, and effectiveness of oral feedback. The findings of this research contribute to a better understanding of oral feedback strategies in EFL classrooms, offering insights into its significance in enhancing students' language proficiency and fostering an interactive learning environment.

Health information needs and feedback of users in the online TCM community.

To improve the information service quality of the online Traditional Chinese Medicine (TCM) community, this study investigated users' information needs, feedback and the relationship between them. Using qualitative content analysis, the basic characteristics of users' needs were obtained. Logistic regression was used to explore the impact of different need characteristics of feedback. The main findings are as follows: 1) Disease consultation, health preservation, professional discussion, knowledge sharing and experience description are the major 5 types of information needs in the online TCM community; 2) Some users provided TCM-related information, such as the tongue image and the TCM four diagnosis; 3) A total of 78.8% of the posts received effective feedback, and the main types of feedback were answering, discussing, inquiring and emotional supporting; 4) Providing enough information can significantly and positively affect whether needs receive effective feedback, suggesting that users can present information about their condition in as many different formats as possible when articulating their needs.

A value to voice? An examination of auditor upward feedback

PurposeIn this paper, the authors examine auditor upward feedback, which provides a unique opportunity for staff auditors to exercise their voice within an audit firm. Upward feedback can improve employee perceptions of fairness and justice while mitigating feelings of burnout and turnover intentions, thus enhancing audit quality. However, it is unclear which circumstances improve the likelihood that auditors will use their voice and give feedback to superiors. The purpose of this study is to investigate contextual factors that impact the likelihood that auditors will provide upward feedback.Design/methodology/approachUsing a 2 × 2 + 2 experiment with staff auditors, the authors test the likelihood of giving feedback when presented with different feedback systems (electronic anonymous, face-to-face or no opportunity) and experiences with managers (favorable or unfavorable).FindingsThe authors find that, while feedback type alone does not change the likelihood of auditors providing upward feedback, auditors are more likely to provide feedback after a favorable manager experience than an unfavorable one. The likelihood of providing feedback after an unfavorable experience is higher, however, when the feedback type is electronic and anonymous as opposed to face-to-face. Additional analyses illustrate strong relationships between manager experience, feedback type and procedural justice, which significantly influence the turnover intentions of staff auditors.Originality/valueTo the best of the authors’ knowledge, the authors are the first to examine the value of subordinates’ upward feedback on firm outcomes, including burnout and turnover intention.

How negative self-views may interfere with building positive relationships: An experimental analogue of identity dysfunction in borderline personality disorder.

A disturbed, negative sense of self is associated with various interpersonal difficulties and is characteristic of disorders such as borderline personality disorder (BPD). Negative self-views may affect an individuals' ability to build positive relationships, including a therapeutic relationship. However, it is not yet well understood how identity disturbances give rise to interpersonal difficulties. Using an experimental analogue design, we tested whether identity disturbances are associated with interpersonal difficulties. Participants were university students (N = 43, age M = 20.51 (SD = 3.08), women N = 32 (74.4%)) who reported moderate to high levels of BPD features, with 34.9% reporting significant BPD features as measured by the Borderline scale of the Personality Assessment Inventory (PAI-BOR). In a within-subject experimental paradigm using a Social Feedback Task, participants received negative, intermediate, and positive evaluations, supposedly from a panel. Using multilevel models, we tested whether negative self-views were associated with how much the participants liked, trusted, and felt close to each of the three panel members who provided either predominantly negative, intermediate, or positive feedback. People with more negative self-views reported lower mood in response to positive feedback. In addition, where people with more positive self-views felt better when receiving feedback that was congruent with their self-views, people with more negative self-views did not report a better mood. Importantly, people with negative self-views felt lower desire to affiliate with the member who provided predominantly positive feedback. Affiliation was not affected when feedback was given by the negative member and intermediate member to those with negative self-views. The findings validated that those with more negative self-views anticipated and expected more negative responses from others. Negative self-views, as relevant for BPD, may explain how people relate differently to those giving different types of feedback. Pervasive negative self-views may interfere with building new relationships including the therapeutic alliance. It may be helpful for clinicians to be aware of the potential challenges around creating a supportive therapeutic relationship for patients with negative self-views. Overly positive affirmations made by clinicians may inadvertently lower the patient's mood and may impede alliance formation.

Generalized Planning in PDDL Domains with Pretrained Large Language Models

Recent work has considered whether large language models (LLMs) can function as planners: given a task, generate a plan. We investigate whether LLMs can serve as generalized planners: given a domain and training tasks, generate a program that efficiently produces plans for other tasks in the domain. In particular, we consider PDDL domains and use GPT-4 to synthesize Python programs. We also consider (1) Chain-of-Thought (CoT) summarization, where the LLM is prompted to summarize the domain and propose a strategy in words before synthesizing the program; and (2) automated debugging, where the program is validated with respect to the training tasks, and in case of errors, the LLM is re-prompted with four types of feedback. We evaluate this approach in seven PDDL domains and compare it to four ablations and four baselines. Overall, we find that GPT-4 is a surprisingly powerful generalized planner. We also conclude that automated debugging is very important, that CoT summarization has non-uniform impact, that GPT-4 is far superior to GPT-3.5, and that just two training tasks are often sufficient for strong generalization.

A multimodal model for predicting feedback position and type during conversation

This study investigates conversational feedback, that is, a listener's reaction in response to a speaker, a phenomenon which occurs in all natural interactions. Feedback depends on the main speaker's productions and in return supports the elaboration of the interaction. As a consequence, feedback production has a direct impact on the quality of the interaction.This paper examines all types of feedback, from generic to specific feedback, the latter of which has received less attention in the literature. We also present a fine-grained labeling system introducing two sub-types of specific feedback: positive/negative and given/new. Following a literature review on linguistic and machine learning perspectives highlighting the main issues in feedback prediction, we present a model based on a set of multimodal features which predicts the possible position of feedback and its type. This computational model makes it possible to precisely identify the different features in the speaker's production (morpho-syntactic, prosodic and mimo-gestural) which play a role in triggering feedback from the listener; the model also evaluates their relative importance.The main contribution of this study is twofold: we sought to improve 1/ the model's performance in comparison with other approaches relying on a small set of features, and 2/ the model's interpretability, in particular by investigating feature importance. By integrating all the different modalities as well as high-level features, our model is uniquely positioned to be applied to French corpora.

Videogames and open feedback systems to enhance probabilistic reasoning and engagement

This study analyzed the relationship between probabilistic reasoning, feedback type, and engagement across four sessions of an DGBL educational practice with a feedback system. Results show that engagement and probabilistic reasoning varied longitudinally during the intervention. In addition, the teacher’s feedback was found to be of an open-ended type. Significant correlations were established between probabilistic reasoning and feedback, as well as between engagement and probabilistic reasoning in one of the sessions. Implications for teaching and designing DGBL sequences are presented.

Evaluating the Impact of Learning Management Systems in Geographical Education in Primary School: An Experimental Study on the Importance of Learning Analytics-Based Feedback

Traditionally, educational processes were focused on learning theoretical geography content, often supplemented with hands-on activities. However, advances in technology have enabled the integration of Learning Management Systems (LMSs) such as Moodle, which enable students to learn at their own pace, receive instant and individualized feedback about their daily academic performance, and gather more daily information individually based on techniques such as Learning Analytics (LAs). Despite these benefits, there is a lack of evidence supporting this educational approach in primary education. This experimental study, involving 80 fifth-grade students, aims to address this gap while investigating the territorial and socio-economic organization of their environment and comparing two types of feedback provided: simply the correct answer (control group), and more extensive (experimental group). The findings suggest that the implementation of Moodle tasks facilitates learning, irrespective of the type of feedback provided. However, students rated activities higher in terms of usefulness and satisfaction with the teaching–learning process when extensive feedback was provided. Additionally, the daily data collected proved useful for teachers in predicting students’ final outcomes. These results highlight the potential benefits of carrying out activities in Moodle, despite their short duration, particularly at this academic level and within this knowledge domain.

The analysis of collective orientation and process feedback in relation to coordination and performance in interdependently working teams.

Effective teamwork is not only essential for teams themselves, but also for organizations and our society. To facilitate team processes and enhance team performance, feedback interventions are a widely used means. However, different types of feedback (i.e., individual vs. team-level feedback, performance vs. process feedback) can have various effects leaving the question of their effectiveness unanswered. This is especially important when team members' attitudes (namely collective orientation) are considered. Thus, understanding the interplay between types of feedback and team members' attitudes would reveal new opportunities for fostering reliable teamwork. The methodology of the present study is based on a laboratory approach. Teams (N = 142) of two worked together over four scenarios to extinguish forest fires in a microworld. We examined the effects of collective orientation on team coordination and team performance. To understand the interplay between feedback and attitudes we examined the effect of different feedback interventions on team performance and on a change in collective orientation. For analyzing multilevel mediation and changes over time, Bayesian multilevel models were applied. Results show a positive relationship between collective orientation and team performance mediated by coordination. Additionally, team-level process and performance feedback seem to be slightly more beneficial for maintaining performance over time with increasing difficulty of the task compared to individual-level process feedback. Feedback can lead to an increase in collective orientation if these values are low at the beginning. Our research highlights the importance of collective orientation and feedback interventions on team processes and performance for interdependently working teams.

Simulated operant reflex conditioning environment reveals effects of feedback parameters.

Operant conditioning of neural activation has been researched for decades in humans and animals. Many theories suggest two parallel learning processes, implicit and explicit. The degree to which feedback affects these processes individually remains to be fully understood and may contribute to a large percentage of non-learners. Our goal is to determine the explicit decision-making processes in response to feedback representing an operant conditioning environment. We developed a simulated operant conditioning environment based on a feedback model of spinal reflex excitability, one of the simplest forms of neural operant conditioning. We isolated the perception of the feedback signal from self-regulation of an explicit unskilled visuomotor task, enabling us to quantitatively examine feedback strategy. Our hypothesis was that feedback type, biological variability, and reward threshold affect operant conditioning performance and operant strategy. Healthy individuals (N = 41) were instructed to play a web application game using keyboard inputs to rotate a virtual knob representative of an operant strategy. The goal was to align the knob with a hidden target. Participants were asked to "down-condition" the amplitude of the virtual feedback signal, which was achieved by placing the knob as close as possible to the hidden target. We varied feedback type (knowledge of performance, knowledge of results), biological variability (low, high), and reward threshold (easy, moderate, difficult) in a factorial design. Parameters were extracted from real operant conditioning data. Our main outcomes were the feedback signal amplitude (performance) and the mean change in dial position (operant strategy). We observed that performance was modulated by variability, while operant strategy was modulated by feedback type. These results show complex relations between fundamental feedback parameters and provide the principles for optimizing neural operant conditioning for non-responders.

Neuronal Modeling of Cross-Sensory Visual Evoked Magnetoencephalography Responses in the Auditory Cortex.

Previous studies have demonstrated that auditory cortex activity can be influenced by cross-sensory visual inputs. Intracortical laminar recordings in nonhuman primates have suggested a feedforward (FF) type profile for auditory evoked but feedback (FB) type for visual evoked activity in the auditory cortex. To test whether cross-sensory visual evoked activity in the auditory cortex is associated with FB inputs also in humans, we analyzed magnetoencephalography (MEG) responses from eight human subjects (six females) evoked by simple auditory or visual stimuli. In the estimated MEG source waveforms for auditory cortex regions of interest, auditory evoked response showed peaks at 37 and 90 ms and visual evoked response at 125 ms. The inputs to the auditory cortex were modeled through FF- and FB-type connections targeting different cortical layers using the Human Neocortical Neurosolver (HNN), which links cellular- and circuit-level mechanisms to MEG signals. HNN modeling suggested that the experimentally observed auditory response could be explained by an FF input followed by an FB input, whereas the cross-sensory visual response could be adequately explained by just an FB input. Thus, the combined MEG and HNN results support the hypothesis that cross-sensory visual input in the auditory cortex is of FB type. The results also illustrate how the dynamic patterns of the estimated MEG source activity can provide information about the characteristics of the input into a cortical area in terms of the hierarchical organization among areas.

Exploring influential factors in peer upvoting within social annotation

AbstractUpvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social annotation system, for collaborative reading. The participants were asked to collaboratively annotate 29 reading materials in a semester. We collected student reading behaviours and analysed their annotations with a text‐mining tool of Linguistic Inquiry and Word Count (LIWC). Moreover, conditional inference tree was used to determine the relative importance of explanatory factors to the upvotes students received. The results showed that the high‐upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations than those who did not receive upvotes. The two groups of students had no significant differences in the upvotes given to others, as well as cognitive activities and positive emotions involved in annotations. Moreover, the number of annotations was the determining factor in predicting the upvotes that one could receive in social annotation activities. This study has significant practical implications regarding providing interventions in social annotation‐based collaborative reading.Practitioner notesWhat is already known about this topic Social annotations enhance students' reading experience, facilitate knowledge sharing and collaboration, promote high‐quality learning interactions and ultimately lead to improved performance. In social annotation environments, receiving upvotes from peers is not only a type of feedback but also a form of motivation, social interaction and social validation. No study has explored the influential factors in peer upvoting within social annotation‐based learning. What this paper adds This study was the first to examine social annotations through the lens of the community of inquiry framework. We investigated the relationships between students' cognitive and social presence in their annotations and the upvotes they received in an online social annotation environment. Our study revealed the strategies for obtaining upvotes from peers in social annotation‐based learning environments. Implications for practice and/or policy The high‐upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations compared to the low‐upvote group. The two groups of students did not show significant differences in the upvotes they gave to others or in the cognitive activities and positive emotions involved in annotations. The number of annotations was the primary factor predicting the number of upvotes received in the collaborative reading. This study could inform the design of future online social annotation systems to better support collaborative learning and peer interaction.

Fostering student engagement with criticism feedback: importance, contrasting perspectives and key provisions

Criticism, or critical feedback, is considered rich bits of information about the student’s weaknesses, thinking, and learning. Despite its importance as part of formative assessment processes, this type of feedback is especially challenging for teachers to communicate as well as for students to uptake. The current conceptual analysis therefore highlights the substantial role that criticism plays in advancing students’ learning and progress. It presents a wide range of contrasting perspectives toward criticism to show how it is perceived differently. Lastly, the article identifies key provisions that are necessary for critical feedback to be constructed, presented, interpreted, and utilized in constructive and nonthreatening ways, which subsequently help trigger learner’s positive reactions and engagement with the received information. These provisions help create a community of practice where objective, informative, transparent, and engaging criticism can be given, respected, negotiated, and benefited from. The implications of these provisions for practice are discussed.

An Investigation of the Impact of Teachers’ Corrective Feedback on Students’ Spoken Errors: The Case of Moroccan High School Teachers

The pursuit of best practices and the promotion of excellence and effective performance in the teaching process are the ultimate goals of the educational endeavour. Throughout this process, teachers’ feedback is crucial and helps to improve students’ performance. The current study attempted to look at the topic of feedback in the learning of second languages. The main goals of this study were to find out how well-informed teachers were about the value of feedback in second language acquisition, to investigate the types of feedback teachers use to correct their students’ spoken errors, and finally to assess teachers’ knowledge of the various types of feedback that can be used in EFL classrooms to foster learning. A survey was administered to 20 English instructors from Moroccan high schools as a sample because of the quantitative nature of the study. ‘SPSS’ was used to analyse the data obtained from the survey. The results showed that English teachers in Moroccan high schools have a sufficient level of knowledge about feedback because they employ various feedback strategies, using them in accordance with the requirements of the learning context and, most importantly, considering the psychology of learners before responding to their incorrect statements. Numerous pertinent pedagogical implications were raised by these findings.

Enhancement of sense of ownership using virtual and haptic feedback

Accomplishing motor function requires multimodal information, such as visual and haptic feedback, which induces a sense of ownership (SoO) over one’s own body part. In this study, we developed a visual–haptic human machine interface that combines three different types of feedback (visual, haptic, and kinesthetic) in the context of passive hand-grasping motion and aimed to generate SoO over a virtual hand. We tested two conditions, both conditions the three set of feedback were synchronous, the first condition was in-phase, and the second condition was in antiphase. In both conditions, we utilized passive visual feedback (pre-recorded video of a real hand displayed), haptic feedback (balloon inflated and deflated), and kinesthetic feedback (finger movement following the balloon curvature). To quantify the SoO, the participants’ reaction time was measured in response to a sense of threat. We found that most participants had a shorter reaction time under anti-phase condition, indicating that synchronous anti-phase of the multimodal system was better than in-phase condition for inducing a SoO of the virtual hand. We conclude that stronger haptic feedback has a key role in the SoO in accordance with visual information. Because the virtual hand is closing and the high pressure from the balloon against the hand creates the sensation of grasping and closing the hand, it appeared as though the person was closing his/her hand at the perceptual level.