学习者选择对自动即时反馈的影响

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-12-23 DOI:10.1016/j.learninstruc.2024.102065

Livia Kuklick

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引用次数: 0

摘要

虽然具有自动反馈的基于计算机的形成性评估系统可以有效地促进学习，但这种系统经常因缺乏与反馈相关的选择而受到批评。目的本实验旨在探讨引入学习者选择对反馈的好处，以及学生在可选择的情况下的反馈-检索行为。方法对160名大学生进行基于计算机的几何评估。他们要么收到系统管理的，即时详细的反馈(n = 80；系统管理组)或在每个任务后选择是否要检索反馈(n = 80；选择组)。评估系统跟踪了选择组在反馈、转移表现和反馈检索行为上花费的时间，而学生们则反复对他们的控制价值评估和情绪进行评估。数据分析采用混合效应模型。结果选择选项没有提高学生对反馈的认知、情绪和动机反应，但选择组学生表现出很高的反馈检索率。此外，进一步的分析表明，反馈检索率随着物品位置的增加而下降，与系统管理的反馈相比，选择组的反馈不检索与更不愉快的情绪状态有关。结论数据表明，任务级反馈选择可能不会显著提高学生对反馈本身的反应，但可能值得进一步研究反馈（非）检索的决定因素和后果。此外，研究结果表明，学生有较强的行为倾向于选择任务级、详细的反馈而不是无反馈；这对设计与反馈相关的学习者选择的评估具有重要意义。

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Effects of learner choice over automated, immediate feedback

Background

Although computer-based formative assessment systems with automated feedback can effectively foster learning, such systems have been criticized for often lacking feedback-related choices.

Aims

This experiment aimed to investigate the benefits of introducing learner choices over feedback and students’ feedback-retrieval behavior when its retrieval is optional.

Method

160 undergraduates worked on a computer-based geometry assessment. They either received system-administered, immediate elaborated feedback (n = 80; system-administered group) or chose after each task whether they wanted to retrieve the feedback or not (n = 80; choice group). The assessment system tracked the time spent on the feedback, transfer performance, and feedback-retrieval behavior in the choice group, while students repeatedly rated their control-value appraisals and emotions. Data was analyzed with mixed-effects models.

Results

The choice option did not improve how students reacted to the feedback cognitively, emotionally nor motivationally but students in the choice group showed very high feedback-retrieval rates. Moreover, further analyses showed that feedback-retrieval rates declined with increasing item position and that the nonretrieval of feedback in the choice group was associated with a less pleasant emotional state compared to the system-administered feedback.

Conclusion

Data indicate that a task-level feedback choice may not substantially improve students’ reactions to the feedback itself, but that it may be worth further investigating the determinants and consequences of the (non)retrieval of feedback. Further, results imply that students have a strong behavioral tendency to choose task-level, elaborated feedback over no feedback; this has important implications for the design of assessments with feedback-related learner choices.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.