技术丰富的学习环境中反馈对学业成绩的影响:元分析综述

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Zhihui Cai , Yang Gui , Peipei Mao , Zhikeng Wang , Xin Hao , Xitao Fan , Robert H. Tai
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引用次数: 2

摘要

本研究旨在通过对几十年来进行的研究进行系统和定量的综合,调查在技术丰富的环境中反馈对学生学业成绩的影响。我们关注三个问题:(a)反馈在提高学习成绩方面的有效性;(b) 与不同研究相关的可能因素(反馈特征和研究特征),可能导致研究结果不一致;以及(c)不同类型的反馈在提高学业成绩方面的效果有何不同。基于从61项研究中提取的182个效应大小,我们发现,与无反馈条件相比,反馈在提高学业成绩方面至少具有中等效果(g=0.44,95%CI[0.3240.555]),与其他类型的反馈相比,解释反馈的效果最强。研究进一步表明,混合学习中的反馈比在线学习中的更有效。讨论了这些发现的可能解释和含义,以及局限性和未来的研究方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The effect of feedback on academic achievement in technology-rich learning environments (TREs): A meta-analytic review

This study aimed to investigate the effect of feedback on students' academic achievement in a technology-rich environment through a systematic and quantitative synthesis of the studies conducted over several decades. We focused on three issues: (a) the effectiveness of feedback in enhancing learning performance; (b) possible factors (feedback characteristics and study features) associated with different studies that could have resulted in the inconsistent findings across the studies; and (c) how different types of feedback differed in their effect in enhancing academic achievement. Based on 182 effect sizes extracted from 61 studies, we found that, compared with no feedback condition, feedback had at least a medium effect (g = 0.44, 95%CI [0.324, 0.555]) in enhancing academic achievement, and the effect of explanation feedback was the strongest compared to other types of feedback. The study further revealed that the feedback in blended learning was more effective than that in online learning. Possible explanations and implications of these findings, as well as limitations and future research directions were discussed.

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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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