在基于计算机的评估中,谁能从或多或少详细的反馈中获益更多?显性目标取向很重要

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Zhen Wang, Yang Cao, Shaoying Gong
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引用次数: 0

摘要

尽管学习者特征已被确定为反馈有效性的重要调节变量,但为什么学习者从反馈中受益不同的问题只受到有限的关注。在本研究中,我们调查了:(1)学习者的主导目标取向是否调节了基于计算机的详细反馈对学习的影响;(2)学习者的反馈感知和学习动机是否介导了详细反馈与学习成绩之间的关系。为了回答这些问题,101名具有主导学习或表现目标的本科生在进行基于计算机的评估中的心理统计任务时,被随机暴露于线索反馈或解释反馈。研究结果表明,主导目标定向在阐述反馈和学习之间的关系中起着调节作用。具体而言,阐述反馈对显性学习型学习者有更积极的影响,但对显性表现型学习者没有影响。此外,反馈感知介导了显性目标定向对阐述反馈与迁移绩效之间关系的调节作用。这些发现有助于更好地理解目标导向在反馈学习中的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Who Can Benefit More From More or Less Elaborated Feedback in a Computer-Based Assessment? Dominant Goal Orientation Matters
Although learner characteristics have been identified as important moderator variables for feedback effectiveness, the question of why learners benefit differently from feedback has only received limited attention. In this study, we investigated: (1) whether learners’ dominant goal orientation moderated the effects of computer-based elaborated feedback on learning; and (2) whether learners’ feedback perception and learning motivation mediated the relationship between elaborated feedback and learning performance. To answer these questions, 101 undergraduates with dominant learning or performance goals were randomly exposed to cue feedback or explanation feedback while working on psychological statistics tasks in a computer-based assessment. Results revealed the moderation role of dominant goal orientation in the relations between elaborated feedback and learning. Specifically, elaborated feedback had more positive effects on dominant learning-oriented learners, but no effects on dominant performance-oriented learners. In addition, feedback perception mediated the moderating effect of dominant goal orientation on the relationship between elaborated feedback and transfer performance. These findings contribute to a better understanding of the role of goal orientations in feedback learning.
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来源期刊
Journal of Educational Computing Research
Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.90
自引率
6.20%
发文量
69
期刊介绍: The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.
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