Types Of Feedback Research Articles

Discerning and acknowledging diverse types of feedback in clinical practice – a way to develop feedback literacy

Feedback literacy includes students’ abilities to understand, use and benefit from feedback processes; it is important for the development of self-directed learning, SDL. Considering all of the places where students can potentially learn, especially the clinic, we would argue that feedback has been too narrowly defined. This study aims to explore the different shapes feedback can take for students in their clinical practice. Nursing students at different educational levels were interviewed about their learning after completing a five-week clinical placement within elderly care. Their narratives were explored using a qualitative content analysis of both the manifest and latent content. Interestingly, feedback was shown to be generated by the students themselves: Noticing what others do and what happens on site; Active participation providing first-hand experiences; Getting and taking responsibility; and Understanding what you know and what you need to learn. Although not termed feedback by the students, comparison with their own thoughts, feelings, and behaviours as they observed, participated, and reflected emerged as important to their learning. For this internal feedback to become useful in the development of feedback literacy and SDL, students’ reflections are paramount.

Effects of Feedback Type on Touchscreen Navigation for Younger and Older Users

Abstract This study investigates how feedback from different modalities affect window navigation tasks performed on a touchscreen by younger and older users. Thirty-two younger and 32 older users moved a window toward one of four or eight target areas with no feedback or visual, tactile or visual–tactile feedback. Visual feedback produced significantly higher accuracy and shorter task completion times than tactile feedback. Generally, visual–tactile feedback did not produce statistically higher accuracy or shorter task completion time than visual feedback. However, visual–tactile feedback prevented both younger and older users from overshooting the windows. Additionally, when users attempted to move the window to one of the eight target areas, the visual–tactile feedback helped younger users perform better. According to theories about human processing, the reason for the subtle advantage of visual–tactile feedback is that the unintuitive tactile force induces a higher cognitive load than straightforward visual information during window navigation. Nevertheless, visual–tactile feedback elicited the best user experience, as measured by questionnaires on emotion and fatigue, gesture usability and preference. Furthermore, more older users prefer visual–tactile feedback than younger users. Therefore, visual–tactile feedback should be considered, and the tactile feedback should be modified to be more intuitive in window navigation tasks. Research Highlights Visual feedback improved task performance more than tactile feedback in window navigation task. Visual–tactile feedback did not improve task performance compared to visual feedback. Visual–tactile feedback prevented users from overshooting the window. More older users than younger users prefer visual–tactile feedback.

The role of feedback type and peer interaction on knowledge acquisition in a flipped classroom on social science research methods

The role of feedback type and peer interaction on knowledge acquisition in a flipped classroom on social science research methods

Relationships between teacher feedback and English writing proficiency in Chinese students: The mediating effect of writing self-regulated learning strategies

Teacher feedback and self-regulated learning (SRL) are crucial in English as a foreign language (EFL) writing and instruction. However, little work has explored how these two constructs jointly influence writing. This study aimed to examine the relationships between teacher feedback, students' use of writing SRL strategies, and English writing proficiency. Data were used from 691 EFL learners in five universities in mainland China. The results indicated that all types of teacher feedback did not significantly predict students' English writing proficiency but writing SRL strategies did. Besides, all types of teacher feedback significantly predicted writing SRL strategies. Writing SRL strategies mediated the relationships between four types of teacher feedback (i.e., verification feedback, directive feedback, scaffolding feedback, teacher praise)and English writing proficiency. After adding gender as a covariate, two SEM results yielded significant changes: teacher criticism did not predict writing SRL strategies ; writing SRL strategies were not a mediator in the association between scaffolding feedback and English writing proficiency anymore. The findings not only empirically support the social cognitive model of self-regulated writing, but inform us of the importance of using SRL writing strategies in addition to providing varied types of feedback information to enhance students’ English writing proficiency.

The Influence of Response Time and Feedback Type on the User Experience of Voice Interaction among Older Adults

With the maturity and development of digital technology, voice interaction has been widely used in different devices or scenarios. However, older adults have low satisfaction and acceptance levels when using voice interaction. To improve older adults’ user experience of voice interaction, the current study explored the effect of response time and feedback type on the user experience of voice interaction among older adults. A Xiaodu smart speaker was used as the experimental device, and the response time was recorded using artificial breakpoints. Our study consisted of two experiments that explored the voice wake-up and voice dialogue stages under different combinations of response time and feedback type and older adults rated their satisfaction, comfort, anthropomorphism, and perceived speed level. The results showed that: (1) the optimal wake-up response time for older adults is 250–1000 ms, and the optimal dialogue response time is 600–1500 ms. (2) As response time increases, older adults’ satisfaction, comfort, and anthropomorphism toward smart speakers decrease. In the wake-up stage, the scores in the time period >2000 ms is significantly lower than those shorter response times. In the dialogue stage, the scores in the time periods >3000 ms are significantly lower than those shorter response times. (3) In the wake-up stage, the voice-based prompt “Hello, I’m Xiaodu” scores highest among all kinds of feedback types. In the dialogue stage, the social-oriented feedback scores higher in satisfaction and comfort than task-oriented feedback. The results of the current study could provide implications for age-friendly voice interaction design.

Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames

AbstractBackgroundDevelopments in educational technology and learning analytics make it possible to automatically formulate and deploy personalized formative feedback to learners at scale. However, to be effective, the motivational and emotional impacts of such automated and personalized feedback need to be considered. The literature on feedback suggests that effective feedback, among other features, provides learners with a standard to compare their performance with, often called a reference frame. Past research has highlighted the emotional and motivational benefits of criterion‐referenced feedback (i.e., performance relative to a learning objective or mastery goal) compared to norm‐referenced feedback (performance relative to peers).ObjectivesDespite a substantial body of evidence regarding reference frame effects, important open questions remain. The questions encompass, for example, whether the benefits and drawbacks of norm‐referenced feedback apply in the same way to automated and personalize feedback messages and whether these effects apply to students uniformly. Further, the potential impacts of combining reference frames are largely unknown, even though combinations may be quite frequent in feedback practice. Finally, little research has been done on the effects of reference frames in computer‐supported collaborative learning, which differs from individual learning in meaningful ways. This study aims to contribute to addressing these open questions, thus providing insights into effective feedback design. Specifically, we aim to investigate usefulness perceptions as well as emotional and motivational effects of different reference frames—and their combination—in automated and personalized formative feedback on a computer‐supported collaborative learning task.MethodsA randomized field experiment with four feedback conditions (simple feedback, norm‐referenced, criterion‐referenced, and combined feedback) was conducted in a course within a teacher training program (N = 282). Collaborative groups worked on a learning task in the online learning environment, after which they received one of four possible automated and personalized formative feedback. We collected student data about feedback usefulness perceptions, motivational regulation, and achievement emotions to assess the differential effects of these feedback conditions.ResultsAll feedback types were perceived as useful relative to the simple feedback condition. Norm‐referenced feedback showed detrimental effects for motivational regulation, whereas combined feedback led to more desirable motivational states. Further, criterion‐referenced feedback led to more positive emotions for overperformers and to more negative emotions for underperformers. The findings are discussed in light of the broader feedback literature, and recommendations for designing automated and personalized formative feedback messages for computer‐supported collaborative learning are presented.

A Strong Core for a Strong Recovery: A Scoping Review of Methods to Improve Trunk Control and Core Stability of People with Different Neurological Conditions

Objective: The purpose of this scoping review is to provide valuable insights for clinicians and researchers for designing rehabilitative interventions targeting the trunk and core for individuals who have experienced traumatic events, such as stroke or spinal cord injury, or are grappling with neurological diseases such as multiple sclerosis and Parkinson’s disease. We investigated training methods used to enhance balance, trunk control, and core stability. Methods: We conducted an extensive literature search across several electronic databases, including Web of Science, PubMed, SCOPUS, Google Scholar, and IEEE Xplore. Results: A total of 109 articles met the inclusion criteria and were included in this review. The results shed light on the diversity of rehabilitation methods that target the trunk and core. These methods have demonstrated effectiveness in improving various outcomes, including balance, trunk control, gait, the management of trunk muscles, overall independence, and individuals’ quality of life. Conclusions: Our scoping review provides an overview on the methods and technologies employed in trunk rehabilitation and core strengthening, offering insights into the added value of core training and specific robotic training, focusing on the importance of different types of feedback to enhance training effectiveness.

Employing two types of feedback and two styles of learning in a ubiquitous learning environment for developing technological skills and technology acceptance among educational technology students

Employing two types of feedback and two styles of learning in a ubiquitous learning environment for developing technological skills and technology acceptance among educational technology students

Learner perceptions of the feedback process in the online component of a blended course

Despite extensive research on feedback models, there is still sparse empirical evidence of their validity and application in higher education learning settings, whether online, hybrid, or face-to-face. Understanding how a feedback framework, integrated in the instructional cycle, is perceived by the learners can provide empirical support about its intended purpose and effectiveness. Recent reviews of research on student perceptions of feedback in different learning environments have revealed the need to research feedback as a process with the use of a more solid methodological approach. The aim of the present descriptive survey study is to investigate learners’ perceptions of an established feedback model, a Matrix of Feedback for Learning (Brooks et al., 2019), in the asynchronous online component of an undergraduate blended course. More specifically, the impact of its application on learners’ encounters with three types of feedback (feed-up, feed-back and feed-forward) and three levels of feedback (task, process and self-regulatory) is explored. A 36-item survey, previously piloted and preliminarily validated, was used to explore learners’ perceptions (N=135) of the three feedback types and levels. Approximately 68% of responses showed that students recognized feedback and the possibilities to use and act on feedback as helpful to their learning. This present survey supports a line of research on feedback model validation in online learning environments while offering meaningful insights from the learners that can inform both course design and interventions to support engagement with feedback.

Analysis of the cytohistological phenotype of anthers in sunflower with ASI-AG3 in the context of the PET1 mytotype and the allelic genotype for the Rf1 gene

Microsporogenesis and male gametogenesis are processes that, although under tight morphogenetic control, can often be affected by deviations of internal or external stimuli causing androsterility. The article examines the cytohistological phenotypes of sunflower anthers with gibberellin induced androsterility in plants with different mitotype and allelic genotype for the Rf1 gene, in comparison with the cytohistological phenotypes of fertile and sterile anthers (ASC-PET1). The treatment with gibberellic acid (AG3, 0.01%) was carried out by spraying the inflorescence at the budding stage. Cytological samples and those with semi-thin anther sections were analysed by light microscopy. It was determined that the gametocidal effects induced by AG3 associated with degenerative and early apoptotic events in tapetum cells were more severe in plants with sterile cytoplasm and nuclear Rf1 genes compared to those with fertile cytoplasm and no fertility-restoring genes. In plants with ASC, the exogenous gibberellin stimulus does not cause any visible compensatory events of the sterile phenotype, on the contrary, the effects of microsporogenesis inhibition are more temporally advanced, with sporogenous and sporophytic tissue cells showing various lesions in the premeiosis. The general common and differentiation characteristics found at the androsteril phenotypes suggest interactions between orfH522 and Rf1 gene expression products of negative feedback type in untreated plants and positive feedback type in AG3-treated ones. The research is relevant in the context of elucidating the physiological regulatory processes of the sensitivity of male gametophyte development to various stress conditions, which prospectively makes possible regulatory intervention in plants with different androsterility/androfertility control systems.

Types of formative feedback provided by technology teachers during practical assessment tasks

Technology learners require formative feedback from their teachers to aid them in structuring and solving design problems. Without such feedback, learners often do not explore sub-problems and are inclined to reproduce known and existing solutions. Due to a paucity of literature on formative feedback in technology classrooms, this study investigated the formative feedback types that teachers provide to learners during the problem-structuring and problem-solving phases. A qualitative case study design was employed to investigate such feedback from five technology teachers who supported their learners in solving ill-structured design problems. The findings indicate that teachers’ formative feedback consists predominantly of low-level questions, while generative design questions and low-level comments were the least observed. A deeper understanding of how formative feedback unfolds in a technology classroom may help teachers guide learners through problem structuring and solving. Further research is needed to determine the influence of formative feedback on learners’ design outcomes.

Does feedback type matter? The superiority of process feedback over performance feedback in interdependent teamwork

BackgroundFeedback plays an important role for individuals and teams. While there is a lot of research on performance feedback, positive effects of process feedback (divided into individual- and team-level) are little studied. In particular, the simultaneous consideration of individual variables and feedback characteristics and their influence on feedback perceptions in the feedback process is missing. AimsThe present study analyzes the effects of three feedback conditions (i.e., performance feedback, team-level process feedback, and individual-level process feedback) on feedback perceptions (i.e., usefulness and fairness), as well as on feedback acceptance and team awareness. Sample142 randomly assigned two-person teams. MethodsEach team worked on four computer-based team tasks in the C³Fire microworld and received one type of feedback after completing each 15-min scenario. Measurements were taken after the second (T1) and fourth (T2) scenarios. ResultsStructural equation modeling results revealed positive effects of feedback orientation at T0 on feedback usefulness and feedback fairness at T1, and of usefulness and fairness on feedback acceptance at T2. Feedback usefulness (but not fairness) was also a positive predictor of team awareness at T2. Team-level process feedback resulted in overall positive effects on usefulness and fairness. In general, the effects on perceived usefulness appeared to be stronger than on perceived fairness of the feedback. ConclusionsTeam-level process feedback in teamwork and individual feedback orientation are important for perceived usefulness and fairness of the feedback. Team awareness may be enhanced by increasing feedback usefulness; feedback acceptance may be enhanced by increasing feedback usefulness and fairness.

Antiphase and in-phase dynamics in laser chain models with delayed bidirectional couplings

The radiation dynamics of a closed chain of lasers with optoelectronic delayed coupling is analyzed. We consider bidirectional couplings of two designs: (i) diffusion type with feedback and (ii) bidirectional type without feedback. Assuming that the number of lasers is sufficiently large, we propose integro-differential models for spatially distributed variables with periodic boundary conditions. The critical value of the coupling coefficient is determined at which the stationary state of laser generation spontaneously becomes unstable due to the presence of a delay in the coupling lines. Bifurcations of asymptotically infinite dimension are described. For both types of coupling, we obtain the same two-dimensional complex partial differential equation of the Ginzburg–Landau type (with the difference only in the coefficients) for the slowly varying amplitude of the fundamental harmonic. Using the simplest homogeneous solution of such a quasi-normal form, the oscillations of laser radiation in chains, which can be anti-phase or in-phase depending on the time delay and the design of the couplings, are analytically described.

A Rapid Review on the Effectiveness and Use of Wearable Biofeedback Motion Capture Systems in Ergonomics to Mitigate Adverse Postures and Movements of the Upper Body.

Work-related diseases and disorders remain a significant global health concern, necessitating multifaceted measures for mitigation. One potential measure is work technique training utilizing augmented feedback through wearable motion capture systems. However, there exists a research gap regarding its current effectiveness in both real work environments and controlled settings, as well as its ability to reduce postural exposure and retention effects over short, medium, and long durations. A rapid review was conducted, utilizing two databases and three previous literature reviews to identify relevant studies published within the last twenty years, including recent literature up to the end of 2023. Sixteen studies met the inclusion criteria, of which 14 were of high or moderate quality. These studies were summarized descriptively, and the strength of evidence was assessed. Among the included studies, six were rated as high quality, while eight were considered moderate quality. Notably, the reporting of participation rates, blinding of assessors, and a-priori power calculations were infrequently performed. Four studies were conducted in real work environments, while ten were conducted in controlled settings. Vibration feedback was the most common feedback type utilized (n = 9), followed by auditory (n = 7) and visual feedback (n = 1). All studies employed corrective feedback initiated by the system. In controlled environments, evidence regarding the effectiveness of augmented feedback from wearable motion capture systems to reduce postural exposure ranged from strong evidence to no evidence, depending on the time elapsed after feedback administration. Conversely, for studies conducted in real work environments, the evidence ranged from very limited evidence to no evidence. Future reach needs are identified and discussed.

“Run Forrest Run!”: Measuring the Impact of App-Enabled Performance and Social Feedback on Athletic and Usage Outcomes

Exercise-tracking apps are digital tools for delivering personalized behavioral interventions. Despite the growing usage of exercise applications, the efficacy of in-exercise app features in driving usage and athletic outcomes remains poorly understood. To remain competitive, sports organizations now need to leverage tracking tools to efficiently allocate resources and streamline training regimens and interventions for their core assets (i.e., athletes). In response to these operational needs, we examine two specific forms of such in-exercise interventions, namely performance feedback and social feedback. We conducted an 18-month-long field study with 1,037 uniformed group servicemen to assess the effect of these feedback types on running and usage outcomes. Results from the field study provided evidence that these two app features improved the servicemen’s running times and frequency of application usage, on average. Contrary to the common belief that more features are better, the joint usage of two feedback features does not produce additive effects. Tests at more granular levels suggest that users who received both feedback types in exercise episodes exhibit overconfidence behavior by participating in fewer subsequent exercises. The receipt of both feedback may be redundant and can cause user annoyance. Heterogeneity tests revealed that while performance feedback benefited most runners, social features were effective only for already stronger runners. Also, only positive social feedback had a significant impact on running performance. The results further indicate that performance feedback generated a slow but sustained increase in usage frequency, while social feedback spurred quick initial growth in usage but dwindled in effectiveness over time. Implications for theory and practice, as well as directions for further research, are discussed.

AiroTouch: enhancing telerobotic assembly through naturalistic haptic feedback of tool vibrations.

Teleoperation allows workers to safely control powerful construction machines; however, its primary reliance on visual feedback limits the operator's efficiency in situations with stiff contact or poor visibility, hindering its use for assembly of pre-fabricated building components. Reliable, economical, and easy-to-implement haptic feedback could fill this perception gap and facilitate the broader use of robots in construction and other application areas. Thus, we adapted widely available commercial audio equipment to create AiroTouch, a naturalistic haptic feedback system that measures the vibration experienced by each robot tool and enables the operator to feel a scaled version of this vibration in real time. Accurate haptic transmission was achieved by optimizing the positions of the system's off-the-shelf accelerometers and voice-coil actuators. A study was conducted to evaluate how adding this naturalistic type of vibrotactile feedback affects the operator during telerobotic assembly. Thirty participants used a bimanual dexterous teleoperation system (Intuitive da Vinci Si) to build a small rigid structure under three randomly ordered haptic feedback conditions: no vibrations, one-axis vibrations, and summed three-axis vibrations. The results show that users took advantage of both tested versions of the naturalistic haptic feedback after gaining some experience with the task, causing significantly lower vibrations and forces in the second trial. Subjective responses indicate that haptic feedback increased the realism of the interaction and reduced the perceived task duration, task difficulty, and fatigue. As hypothesized, higher haptic feedback gains were chosen by users with larger hands and for the smaller sensed vibrations in the one-axis condition. These results elucidate important details for effective implementation of naturalistic vibrotactile feedback and demonstrate that our accessible audio-based approach could enhance user performance and experience during telerobotic assembly in construction and other application domains.

Oculomotor behavior can be adjusted on the basis of artificial feedback signals indicating externally caused errors.

Whether a saccade is accurate and has reached the target cannot be evaluated during its execution, but relies on post-saccadic feedback. If the eye has missed the target object, a secondary corrective saccade has to be made to align the fovea with the target. If a systematic post-saccadic error occurs, adaptive changes to the oculomotor behavior are made, such as shortening or lengthening the saccade amplitude. Systematic post-saccadic errors are typically attributed internally to erroneous motor commands. The corresponding adaptive changes to the motor command reduce the error and the need for secondary corrective saccades, and, in doing so, restore accuracy and efficiency. However, adaptive changes to the oculomotor behavior also occur if a change in saccade amplitude is beneficial for task performance, or if it is rewarded. Oculomotor learning thus is more complex than reducing a post-saccadic position error. In the current study, we used a novel oculomotor learning paradigm and investigated whether human participants are able to adapt their oculomotor behavior to improve task performance even when they attribute the error externally. The task was to indicate the intended target object among several objects to a simulated human-machine interface by making eye movements. The participants were informed that the system itself could make errors. The decoding process depended on a distorted landing point of the saccade, resulting in decoding errors. Two different types of visual feedback were added to the post-saccadic scene and we compared how participants used the different feedback types to adjust their oculomotor behavior to avoid errors. We found that task performance improved over time, regardless of the type of feedback. Thus, error feedback from the simulated human-machine interface was used for post-saccadic error evaluation. This indicates that 1) artificial visual feedback signals and 2) externally caused errors might drive adaptive changes to oculomotor behavior.

Utilising gamified formative assessment to support English language learning in schools: a scoping review

ABSTRACT Gamified formative assessment (henceforth GFA) has been suggested as having a strong potential to improve English language learning. However, most previous reviews have examined gamification or computer-assisted formative assessment (hereafter CAFA) separately and included diverse disciplines. Moreover, most relevant studies were found to be conducted in higher education and neglect younger learners. To address these gaps, this scoping review synthesised existing empirical studies to examine the implementation and effects of GFA for school-aged (preschool, primary and secondary school students) English language learners and to identify potential research avenues. This scoping review drew on 30 articles (35 interventions) from 2016 to 2023. The results indicated: (1) points and leaderboards were the most popular gamification elements in GFA; (2) immediate simple written feedback was the most common feedback type provided by GFA; (3) immediate GFA delivered through quizzes was beneficial to students’ academic performance in overall English language proficiency, vocabulary, and grammar; (4) GFA could enhance students’ learning satisfaction, motivation, and engagement. Despite the positive findings, it is important to note that some reviewed studies suffered from relatively weak methodology and theoretical foundations. Therefore, future theory-driven research utilising rigorous experimental and longitudinal methodology is needed to meaningfully extend the understanding towards the use of GFA for young English learners.

Effectiveness of non-immersive virtual reality exercises for balance and gait improvement in older adults: A meta-analysis.

Virtual reality (VR)-based physical exercise is an innovative and effective intervention strategy for healthcare in older adults. This meta-analysis aimed to clarify the effects of VR-based balance exercise programs on various balancing abilities of older adults. In addition, the effect size of each variable was computed by total exercise time, sensor type, avatar presence, and feedback type to determine influencing factors that lead to the success of VR-based rehabilitation programs. The databases searched were PubMed/Medline, CINAHL, NDSL, and Google Scholar. Inclusion criteria were: (1)independent older adults; (2) non-immersive VR exercise; (3) randomized controlled design; (4) both balance and gait data; and (5) written in English and Korean. The studies without information to compute effect sizes were excluded. Standardized mean difference was used to analyze the effect size (d). Twenty-five studies were finally included in this study. The main findings of this meta-analysis were as follows: (1)Non-immersive VR-based balance exercises are moderately and largely effective for improving overall balance function, (2) VR balance exercise was more effective for static balance than for gait, (3) VR exercise is more effective when avatars are presented and KP is provided as feedback. Total exercise time and mode of feedback are influencing factors that affect the effectiveness of VR-based balance exercises.

The influence of social feedback on reward learning in the Iowa gambling task.

Learning, an important activity for both human and animals, has long been a focal point of research. During the learning process, subjects assimilate not only their own information but also information from others, a phenomenon known as social learning. While numerous studies have explored the impact of social feedback as a reward/punishment during learning, few studies have investigated whether social feedback facilitates or inhibits the learning of environmental rewards/punishments. This study aims to test the effects of social feedback on economic feedback and its cognitive processes by using the Iowa Gambling Task (IGT). One hundred ninety-two participants were recruited and categorized into one non-social feedback group and four social feedback groups. Participants in the social feedback groups were informed that after the outcome of each choice, they would also receive feedback from an online peer. This peer was a fictitious entity, with variations in identity (novice or expert) and feedback type (random or effective). The Outcome-Representation Learning model (ORL model) was used to quantify the cognitive components of learning. Behavioral results showed that both the identity of the peer and the type of feedback provided significantly influenced the deck selection, with effective social feedback increasing the ratio of chosen good decks. Results in the ORL model showed that the four social feedback groups exhibited lower learning rates for gain and loss compared to the nonsocial feedback group, which suggested, in the social feedback groups, the impact of the recent outcome on the update of value decreased. Parameters such as forgetfulness, win frequency, and deck perseverance in the expert-effective feedback group were significantly higher than those in the non-social feedback and expert-random feedback groups. These findings suggest that individuals proactively evaluate feedback providers and selectively adopt effective feedback to enhance learning.