How to enhance elaborated feedback in computer-based assessment: The role of multimedia and emotional design factors

Abstract

Effects of computer-based feedback content have received much attention in the literature. In contrast, the effects of visual design features in feedback messages are understudied. This experiment examined the cognitive and the emotional benefit of adding a representational picture and/or informative emotional design elements to elaborated feedback in a computer-based low-stakes assessment. In a 2x2 + 1 between-subjects study, 410 undergraduates worked on a geometry assessment receiving either no feedback (control group) vs. immediate, elaborated feedback messages in different design variations: We systematically varied the presence of a representational picture (without/with) and of emotional design features (without/with). Compared to no feedback, the four feedback variants enhanced positive emotions and reduced negative emotions after correct responses but reduced positive emotions and enhanced negative emotions after incorrect responses. All feedback variants effectively enhanced students’ error correction in a posttest (i.e., recall on initially incorrect responses) and students across all feedback groups voluntarily spent longer time on elaborated feedback messages after incorrect responses. Yet, the time spent on the feedback messages was not significantly affected by the design features. This pattern of results suggests that students actively processed the negative feedback, independent of its design. However, compared to text-only feedback, only adding a picture improved students’ reported level of positive emotions when the feedback referred to a mistake (i.e., after incorrect responses). Overall, our results indicate that pictures can serve as emotional facilitators and could enhance text-only feedback messages to mitigate a negative affective impact of automated error notifications.