FEEDBACK IN COMPUTER-ASSISTED INSTRUCTION
FEEDBACK IN COMPUTER-ASSISTED INSTRUCTION
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DOI：
10.1080/1355800770140107
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发表时间：
1977-01-01
期刊：
影响因子：
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通讯作者：
ROPER, WJ
中科院分区：
文献类型：
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作者：
ROPER, WJ
提供即时反馈是计算机辅助教学的优势之一。然而，它的作用方式还远不清楚，信息提供、强化和注意力引导理论都在竞相解释它在各种学习情境中的作用。在本研究中，我们使用了一个辅助的统计学教学程序，提供正确答案的反馈被发现优于简单地说学生的答案是对还是错的反馈；而这反过来又被发现比完全没有反馈要好。因此，提供信息的反馈被发现是最有效的，其作用的轨迹是在错误纠正。结果还表明，反馈的错误定位和错误纠正功能可以分离，这可能有利于教学。
The provision of immediate feedback is one of the strengths of computer‐assisted instruction. However, the manner of its action is far from clear, with information‐providing, reinforcing and attention‐directing theories vying to account for its effect in various learning situations. In the present study, which used an adjunct statistics‐teaching programme, feedback providing the correct answer was found to be superior to feed‐back simply saying whether the student's answer was correct or wrong; and this in turn was found to be superior to the total absence of feedback. Thus information‐providing feedback was found to be the most potent, the locus of its action being in error correction. The results also suggest that the error‐locating and error‐correcting functions of feedback can be separated with possible advantages for instruction.