Kind Of Feedback Research Articles

Toward self-regulated learning: effects of different types of data-driven feedback on pupils' mathematics word problem-solving performance.

Mathematical word problems refer to word problems where the information that is presented needs to be integrated, typically into a mathematical formula, to arrive at a solution to the problem. When solving mathematics word problems, elementary school students often have difficulties improving their performance due to a lack of self-regulated learning (SRL). However, SRL can be developed by adopting an appropriate teaching approach which offers quantitative feedback or learning prompts. With the sophistication of interactive and data-driven feedback technology, it is possible to provide timely and personalized strategies for promoting students' SRL. In this study, an interactive e-book editing platform was used to design self-regulation-level-based feedback(SRLF) and task-level-based feedback(TLF) teaching models, which were respectively conducted in two similar fifth-grade classes for the mathematics word problem solving lessons. Using ANCOVA and repeated ANOVA, this study found that (1) the SRLF had a remarkably greater impact on elementary school students' mathematics word problem-solving performance than the TLF, with a partial η 2-value of .107; (2) In the short period of time, there was no significant difference between the two kinds of feedback on the learners' SRL. The TLF was slightly superior to the SRLF, especially in terms of total self-regulated learning scores and cognitive strategies; (3) The TLF had a significant interaction effect on self-regulated learning and cognitive strategies, respectively with a partial η 2-value of .059 and .056.

Фідбек як інструмент управління розвитком закладів вищої освіти в умовах сьогодення

The research article is devoted to the theoretical aspects of ‘feedback’, particularly in the education system. The problems and prospects of applying feedback in the educational process are outlined. The features of feedback as a tool for managing the development of higher education institutions in today’s conditions are determined. It is emphasized that it is necessary to focus on organizational support for communication management in higher education institutions to develop higher education in Ukraine. It is noted that feedback is one of the most critical and widespread communication tools. It is determined that in managing the development of higher education institutions with the help of feedback, the following theses are achieved: improving the quality of the educational process, satisfaction of higher education students and research and teaching staff, optimization of management decisions, improvement of the communication process of all participants in the educational process, adaptation to changes, support for the development of research and teaching staff, promotion of innovation and development, planning and strategic development, improvement of student life. It is noted that the main tasks of feedback are helping to adapt faster, encouraging growth and development, and provoking changes to achieve the goals. Therefore, feedback is a tool for developing both the employee and the enterprise. The article identifies and characterizes the main types and kinds of feedback. The main types are positive, negative, and constructive feedback. For effective management of the development of higher education institutions, the most effective type of feedback is constructive. Attention is focused on the rules of constructive feedback. Attention is paid to the generally accepted and most optimal method of feedback – The Sandwich Method, which has both positive and negative aspects. Keywords: feedback, types of feedback, management of development of higher education institutions, research and teaching staff, higher education students.

Student teachers’ reactions to formative teacher and peer feedback

ABSTRACT Research on students’ perceptions of feedback in higher education has largely focused on students’ general preferences, with little insight into the kind of feedback that students experience. Against this backdrop, the current study investigates students’ reactions to a specific intervention which aimed, using research-informed strategies, to promote teacher and peer formative feedback with two groups of students at a teacher education institution in Norway. The qualitative analysis of 188 written reflections revealed that the students were overwhelmingly positive towards teacher feedback. Peer feedback was valued, though less favourably, suggesting that the role of peer feedback in higher education may need to be reconceptualised to recognise its strengths and acknowledge its limits. Opportunities to engage in feedback dialogue with their instructors were not exploited by the students, leading to the conclusion that such processes may need to be more formally structured and initiated by course instructors.

Review on Multi-lingual Sentiment Analysis in Health Care

Multilingual sentiment analysis in healthcare is rapidly expanding, utilizing machine learning methods to identify emotions and sentiments in material written in several languages. This multidisciplinary field integrates computational linguistics, natural language processing, and health informatics to help healthcare providers better comprehend patient attitudes. Sentiment analysis is particularly useful in the healthcare industry since it facilitates comprehension of patient feedback, responses to interventions, and general contentment. Moreover, in an increasingly interconnected society, it can assist in recognizing the emotional states and concerns of patients from diverse linguistic origins. Healthcare providers can improve care and service by gaining insights into patient experiences through the analysis of patient reviews, social media posts, and other kinds of feedback in several languages. Sentiment analysis, for example, can be used to track patients' mental health over time and identify symptoms of depression or anxiety based on their interactions. These applications are becoming increasingly important for adjusting patient support and care, fostering better patient-provider communication, and eventually improving health outcomes. There are difficulties when implementing sentiment analysis in a multilingual setting, such as the requirement for extensive datasets in several languages and models that are sensitive to cultural quirks and context. By offering a foundation for creating more precise and sophisticated sentiment analysis systems that can function in a variety of linguistic and cultural contexts, advances in AI models, such as BERT and GPT variations, are assisting in addressing these issues. Recall that although sentiment analysis holds great potential, its use in healthcare needs to be done carefully to protect patient privacy and take ethical considerations into account. Sentiment analysis in healthcare can also assist in identifying unfulfilled medical and emotional demands of long-term patients, supporting patient-centred care models. In general, the incorporation of multilingual sentiment analysis into healthcare presents a multitude of opportunities and represents a promising facet of artificial intelligence's potential to enhance patient care outcomes and experiences.

External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?

Concerns with educational quality have led to the implementation of external school evaluation (ESE), based on the premise that these processes can provide valuable information about schools and, consequently, create conditions for improvement. Improvement is based on the feedback, commonly in the form of an evaluation report, resulting from evaluations, describing the reality of each school, and providing clues and guidance for action and progress. Nonetheless, ESE still has a relatively weak impact on overall school improvement. With this in mind, this paper focuses on the potential of evaluation reports to promote improvement, aiming to answer the question: What kind of feedback on school self-evaluation (SSE) does ESE provide to schools? Focusing on the Portuguese case, the paper analyses the feedback regarding school self-evaluation provided in evaluation reports from the northern region of Portugal. The study concludes that the feedback provided in the reports is mainly descriptive and generic, referencing issues that apply to all schools rather than targeting issues specific to each school. This leads to the hypothesis that the vagueness of ESE feedback can explain the limited contribution external evaluations make towards SSE improvement in particular, and school improvement overall. The example of Portugal and self-evaluation can help bring to light where ESE processes are underperforming and require investment to achieve their goals.

Second Language Acquisition Theories and How They Contribute to Language Learning

This paper presents a systematic review of second language acquisition (SLA) theories and how these theories and ideas could contribute to language teaching. It briefly presents SLA theories related to most language teaching approaches, such as behaviorism, interactionism, sociocultural, and comprehension theory. Then it examines some errors and non-systematic errors and how they affect language learning, as well as how to provide learners with the best kind of feedback on different language skills. It also presents first language interference and its positive or negative influence on acquiring the target language. The paper then discusses the comprehensible input in SLA, the role of interactive communication and social interaction in SLA, and how they could improve learners’ linguistics competence. Furthermore, it presents the difference between language learning and language acquisition and what could be done to help improve the learning process. Finally, it discusses the differences between foreign language learning and second language learning and how that could affect SLA refereeing to some skills and aspects that would help learners to use language appropriately.

Routine Outcome Monitoring and Clinical Feedback in Psychotherapy: Recent Advances and Future Directions

In the past decade, there has been an increase in research related to the routine collection and active use of standardized patient data in psychotherapy. Research has increasingly focused on personalization of care to patients, clinical skills and interventions that modulate treatment outcomes, and implementation strategies, all of which appear to enhance the beneficial effects of ROM and feedback. In this article, we summarize trends and recent advances in the research on this topic and identify several essential directions for the field in the short to medium term. We anticipate a broadening of research from the focus on average effects to greater specificity around what kinds of feedback, provided at what time, to which individuals, in what settings, are most beneficial. We also propose that the field needs to focus on issues of health equity, ensuring that ROM can be a vehicle for increased wellbeing for those who need it most. The complexity of mental healthcare systems means that there may be multiple viable measurement solutions with varying costs and benefits to diverse stakeholders in different treatment contexts, and research is needed to identify the most influential components in each of these contexts.

Automatically Testing Database Systems

The automated testing of DBMS is an exciting, interdisciplinary effort that has seen many innovations in recent years. The examples addressed here represent different perspectives on this topic, reflecting strands of research from software engineering, (database) systems, and security angles. They give only a glimpse into these research strands, as many additional interesting and effective works have been proposed. Various approaches generate pairs of related tests to find both logic bugs and performance issues in a DBMS. Similarly, other isolation-level testing approaches have been proposed. Finally, various fuzzing approaches use different strategies to generate mostly valid and interesting test inputs that extract various kinds of feedback from the DBMS.

English Pre-service Teachers’ Responses to Writing Online Instruction and Critical Teacher Feedback

The use of online learning facilitates pre-service teachers to attain effective learning activities with proper teaching materials. This study is aimed at investigating pre-service English teachers’ responses to online instruction and responses to critical teacher feedback. This study is categorized as a qualitative study. This kind of study is chosen because researchers need to attain data relating to responses, attitudes, or opinions. The data of this study cover the pre-service teachers’ opinions on their writing online instruction and on their critical teacher feedback during the teaching of writing fully online. The data are presented in the form of percentages and reasons for their responses to the two issues. The percentage data are used to strengthen the pre-service teachers’ opinions or responses to writing online instruction and critical teacher feedback. The research findings showed that the implementation of online writing instruction and giving critical feedback are proper to help pre-service English teachers reformulate their texts. The pre-service English teachers gave positive responses. It is proven that they are able to administer their time in writing activities during online learning. The kinds of feedback given include oral recast, oral metalinguistic correction, written direct correction, and written metalinguistic correction. Because of this, they gave positive responses. They feel more comfortable with those types of critical feedback provided by lecturers. It was proven that they are able to revise their texts to be better than the previous writing texts.

Hearing loss prevention at loud music events via real-time visuo-haptic feedback

Hearing loss is becoming a global problem, partly as a consequence of exposure to loud music. People may be unaware about the harmful sound levels and consequent damages caused by loud music at venues such as discotheques or festivals. Earplugs are effective in reducing the risk of noise-induced hearing loss but have been shown to be an insufficient prevention strategy. Thus, when it is not possible to lower the volume of the sound source, a viable solution to the problem is to relocate to quieter locations from time to time. In this context, this study introduces a bracelet device with the goal of warning users when the music sound level is too loud in their specific location, via haptic, visual or visuo-haptic feedback. The bracelet embeds a microphone, a microcontroller, an LED strip and four vibration motors. We performed a user study where thirteen participants were asked to react to the three kinds of feedback during a simulated disco club event where the volume of music pieces varied to reach a loud intensity. Results showed that participants never missed the above threshold notification via all types of feedback, but visual feedback led to the slowest reaction times and was deemed the least effective. In line with the findings reported in the hearing loss prevention literature, the perceived usefulness of the proposed device was highly dependent on participants’ subjective approach to the topic of hearing risks at loud music events as well as their willingness to take action regarding its prevention. Ultimately, our study shows how technology, no matter how effective, may not be able to cope with these kinds of cultural issues concerning hearing loss prevention. Educational strategies may represent a more effective solution to the real problem of changing people’s attitudes and motivations to want to protect their hearing.

Effects of different kinds of feedback on unconscious action learning and unconscious perception learning

Effects of different kinds of feedback on unconscious action learning and unconscious perception learning

Exploring the impact of feedback on student performance in undergraduate civil engineering

ABSTRACT A major focus of teaching and learning in undergraduate civil engineering is the enhancement of student performance. Feedback is vital for the improvement of students’ performance. However, relatively few studies were conducted specifically to establish the relationship between feedback and student performance in engineering education, especially in civil engineering. Also, the impact of feedback on performance has not been explicitly measured in engineering education. The context of two undergraduate civil engineering subjects at a University of Technology (UoT) in South Africa was used in this study to examine whether feedback to students on their work enhances performance, to what extent it improves performance and what kinds of feedback are more influential. Case-study analyses of the performance of students were conducted and a perception survey was administered to the students, followed by relevant statistical analyses. Findings suggested that students’ performance is likely to improve with structured and constructive feedback. Although both oral and structured written feedback were found independently statistically significant with enhanced students’ performance, the combination of both oral and structured written feedback is most influential. This study contributes to establishing the relationship between feedback and student performance and the comparative impact of different types of feedback on student performance.

Using diagnostic feedback to enhance the development of phonetic knowledge of an L2: a CALL design based on the unified competition model and the implementation with the Pinyin Tutor

Second language acquisition (SLA) is complex and multidimensional. Using the framework of the unified competition model (UCM), the current study explores how robust learning and testing of Chinese Pinyin are fostered by optimal integration of different kinds of feedback in an intelligent computer-assisted language learning (CALL) environment offered by the Pinyin Tutor at TalkBank. The findings demonstrated that the repeated feedback-embedded training with the Pinyin Tutor significantly boosted the learners’ proficiency in all aspects of Pinyin knowledge for second language (L2) learners of Chinese whose first language (L1) backgrounds were varied and whose initial proficiencies in Chinese were elementary. Furthermore, there was a strong increase in Pinyin knowledge, as evidenced in the delayed posttest administered 3 months after finishing the training sessions. The results further showed that diagnostic feedback led to greater improvement than basic feedback. The significance of the results is attributed to the design of the Pinyin Tutor, which implements principles from psycholinguistic theory as well as corpus data on the speech production by L2 learners. The study sheds fresh light on improving the Pinyin Tutor, and CALL in general, by incorporating up-to-date findings in educational psychology.

Numerical investigation on the effect of waist movement towards the golf putting outcome

Introduction: Golf is a sport that requires high accuracy and precision to obtain the best score. Throughout the game, accuracy and precision are most critical during putting. Putting is a golf stroke performed near or on the green area, which is supposed to be the final stroke to place the golf ball into the targeted hole. According to a study, putting can affect the golf score by up to 40%, highlighting its importance. Most of the time, golfers rely on qualitative feedback during putting practice that the golf ball ended up in or missed the hole. The qualitative feedback is subjective and unmeasurable. Aims: This study aims to provide golfers with numerical data to evaluate their putting performance. It focuses on the biomechanics feedback, specifically waist movement while putting. Methods: Three commercial IMU sensors by MbientLab were positioned along a golfer’s waist at three different locations. The golfer’s waist movement was recorded for several putting strokes. Results: Based on the findings, the waist movement certainly affects the putting outcome. It is found that minimum movement is preferable to increase the chances of having a straight putt. Conclusions: Golfers commonly rely on qualitative feedback to evaluate their putting; the golf ball ended up in or missed the hole. This kind of feedback is subjective, and golfers need information on how to move to obtain a good putting outcome. This study provides an insightful approach for golfers to analyse their putting biomechanics by providing numerical data for them to optimise their performance.

Optical Coherent Feedback Control of a Mechanical Oscillator

Feedback is a powerful and ubiquitous technique both in classical and quantum system control. Its standard implementation relies on measuring the state of a system, processing the classical signal, and feeding it back to the system. In quantum physics, however, measurements not only read out the state of the system but also modify it irreversibly. Coherent feedback is a different kind of feedback that coherently processes and feeds back quantum signals without actually measuring the system. Here, we report on the experimental realization and the theoretical analysis of an optical coherent feedback platform to control the motional state of a nanomechanical membrane in an optical cavity. The coherent feedback loop consists of a light field interacting twice with the same mechanical mode through different cavity modes, without {performing any} measurement. Tuning the optical phase and delay of the feedback loop allows us to control the motional state of the mechanical oscillator, its resonance frequency and also its damping rate, which we use to cool the membrane close to the quantum ground state. Our theoretical analysis provides the optimal cooling conditions, showing that this new technique enables ground-state cooling. Experimentally, we show that we can cool the membrane to a state with $\bar{n}_m = 4.89 \pm 0.14 $ phonons (${480}\,{\mu \mathrm{K}}$) in a ${20}\,\mathrm{K}$ environment. This lies below the theoretical limit of cavity dynamical backaction cooling in the unresolved sideband regime and is achieved with only 1$\%$ of the optical power required for cavity cooling. Our feedback scheme is very versatile, offering new opportunities for quantum control in a variety of optomechanical systems.

Understanding and supporting the use of feedback from mobile applications in the learning of vocabulary among young adolescent learners

Understanding how young adolescent learners interact with mobile vocabulary learning applications can aid them in becoming more engaged with the information and feedback they are receiving. Inspired by the literature on learner-oriented feedback practice, this study asked two research questions: 1) what kind of feedback from the mobile apps can predict their learning experience, and 2) what features are useful in the support of self-assessment practice? Both survey data (n = 259) and interview data (n = 12) were collected from students at a junior school in southern China. Quantitative analysis suggests that high levels of satisfaction and perceived usefulness are associated with two factors: 1) visualizing the learning gaps with reference to external standardized tests and curricula, and 2) encouraging independent rather than social learning strategies. The qualitative data identified four main features or principles which may support young adolescent learners’ use of apps for self-assessment practice: 1) explicit links to curricula and tests; 2) immediate feedback on answers and learning strategies with more similar tasks; 3) maintaining relationships with teachers and peers, and 4) emotional support. Implications include the integration of quick automatic feedback to app users, clear alignment of self-assessment tasks with national curriculum and tests, and stronger emotional and cognitive support from both peers and instructors.

Lukio-opiskelijoiden käsityksiä vieraan kielen ääntämisen opetuksessa saadusta palautteesta

In foreign language teaching, feedback is an essential part of learning pronunciation. It raises the learner’s awareness of the strengths and weaknesses of their pronunciation. Yet previous research has shown that teachers often feel uncomfortable when giving feedback on learners’ pronunciation. We conducted a survey among Finnish high school students to find out their pronunciation targets and what kind of feedback they would like to receive. The survey revealed that a clear majority (80 %, n=1953) of respondents appreciated good pronunciation and wished for native-like pronunciation. They hoped to receive feedback from the teacher, and they understood the importance of corrective feedback for learning. Based on our findings we encourage teachers to provide positive and corrective pronunciation feedback to their students to promote effective learning.

Curiosity: The effects of feedback and confidence on the desire to know.

In 10 experiments, we investigated the relations among curiosity and people's confidence in their answers to general information questions after receiving different kinds of feedback: yes/no feedback, true or false informational feedback under uncertainty, or no feedback. The results showed that when people had given a correct answer, yes/no feedback resulted in a near complete loss of curiosity. Upon learning they had made an error via yes/no feedback, curiosity increased, especially for high-confidence errors. When people were given true feedback under uncertainty (they were given the correct answer but were not told that it was correct), curiosity increased for high-confidence errors but was unchanged for correct responses. In contrast, when people were given false feedback under uncertainty, curiosity increased for high-confidence correct responses but was unchanged for errors. These results, taken as a whole, are consistent with the region of proximal learning model which proposes that while curiosity is minimal when people are completely certain that they know the answer, it is maximal when people believe that they almost know. Manipulations that drew participants toward this region of "almost knowing" resulted in increased curiosity. A serendipitous result was the finding (replicated four times in this study) that when no feedback was given, people were more curious about high-confidence errors than they were about equally high-confidence correct answers. It was as if they had some knowledge, tapped selectively by their feelings of curiosity, that there was something special (and possibly amiss) about high-confidence errors. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

From the Steam Engine to STEAM Education: An Experience with Pre-Service Mathematics Teachers

In this paper, we describe an educational experience in the context of the Master’s degree that is compulsory in Spain to become a secondary education mathematics teacher. Master’s students from two universities in Madrid (Spain) attended lectures that addressed—emphasizing the concourse of a dynamic geometry software package—some historical, didactic and mathematical issues related to linkage mechanisms, such as those arising in the 18th and 19th centuries during the development of the steam engine. Afterwards, participants were asked to provide three different kinds of feedback: (i) working on an assigned group task, (ii) individually answering a questionnaire, and (iii) proposing some classroom activity, imagining it would be addressed to their prospective pupils. All three issues focused on the specific topic of the attended lectures. In the framework of Mason’s reflective discourse analysis, the information supplied by the participants has been analyzed. The objective was to explore what they have learned from the experience and what their perception is of the potential interest in linkages as a methodological instrument for their future professional activity as teachers. This analysis is then the basis upon which to reflect on the opportunities (and problems) that this particular bar-joint linkages methodological approach could bring towards providing future mathematics teachers with attractive tools that would contribute to enhancing a STEAM-oriented education. Finally, the students’ answers allow us to conclude that the experience was beneficial for these pre-service teachers, both in improving their knowledge on linkages history, mathematics, industrial, technological and artistic applications, and in enhancing the use in the classroom of this very suitable STEAM context.

Impact of new professional profiles of the sports kinesiologist, preventive and adapted motor activities kinesiologist and of sports manager in the current university education

Purpose: This study aims to understand the impact that this reform has had on sport sciences masterly students in Italy, in terms of perceptions and opinions, and what kind of feedback it has had in their university education, in terms of coherence. Methods: The sample represents 288 sport sciences masterly students divided into sports kinesiologist (N=162) mean age of 25.7 (± 5.7); kinesiologist of preventive and adapted physical activities (N=66) mean age of 27.3 (± 7.1); sports manager (N=60) mean age of 27.4 (± 9.3). A questionnaire submitted through Google Forms and sent to masterly students of the University of Salento and Salerno was used. The data (age, gender, university provenance and current study path) were presented as means and standard deviations, while the percentage frequency of responses was reported for each item, using the chi-squared test. The level of significance was set with P <.05. Results: The knowledge of the sport reform and the impact of the sport reform among the 3 masterly classes gave a not statistically significant result (P=.30; P=.63). The perceptions of job opportunities and strengths offered by this reform, for each of the professional figures, gave a significant result (P=.0001; P=.0001). The coherence of one’s university education with the respective professional profile was found to be significant (P=.0001; P=.01). Conclusions: The knowledge of the sport reform is homogeneous in the 3 masterly classes analysed. Regarding perceptions on job opportunities, sports kinesiologist (LM68) and preventive and adapted physical activities kinesiologist (LM67) courses are affected by the spaces already occupied by sports federations and health figures; while sports manager (LM47) showed some confidence in the new opportunities that this profile offers. Finally, some reflections emerged regarding the need to have a university education more coherence with the professional profile. Keywords: reform, physical education, professional profiles, perspectives.