How to design informative tutoring feedback for multi-media learning
How to design informative tutoring feedback for multi-media learning
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发表时间：
2004
影响因子：
3
通讯作者：
S. Narciss;K. Huth
中科院分区：
文献类型：
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作者：
S. Narciss;K. Huth
本文概述了一个概念框架，心理学上有充分依据的信息辅导反馈形式的设计。这一框架一方面是基于对多种详细反馈类型的大量研究。另一方面，认知任务和错误分析是系统设计策略发展的基础。此外，本论文说明了如何将这些原则可以应用到设计，实施和评价的信息辅导反馈的多媒体学习环境中的书面减法任务。在两个基于计算机的学习实验的信息辅导反馈形式对学习和动机的影响进行了研究。这些研究结果表明，系统设计的信息反馈对成就和动机有积极的影响。信息反馈被认为是一个重要的因素，以支持有效的学习过程中基于计算机的学习或多媒体学习环境。因此，多种类型和形式的精心设计的反馈的效果进行了调查，在各种各样的教学环境。广泛使用和检查的反馈形式是结果反馈类型，例如结果或响应的知识（KR，通知响应是正确还是不正确），正确响应的知识（KCR，提供正确的响应或解决方案）或直到正确的答案（AUC，提供KR并要求保持在同一项目上，直到正确回答）。也有大量的研究阐述反馈（EF）。不幸的是，研究结果的影响，多种反馈形式是相当不一致的（见审查，为了获得指导方针的系统设计的详细信息反馈信息，这一机构的研究必须详细考虑。然而，这种详细的考虑并不总是可能的，因为它相当昂贵。因此，在多媒体学习环境中信息反馈的设计和实施往往更多地基于直觉，而不是基于心理学上有充分依据的设计原则。因此，本文的目的是：（a）在大量关于精细反馈和认知任务分析方法的研究基础上，概述一个概念框架，用于设计心理上有充分依据的信息性辅导反馈信息（例如Jonassen，Tessmer & Hannum，1999），（B）为了说明如何应用这些原理以便设计用于多媒体学习环境的信息性辅导反馈消息，和（c）总结两项评价性研究的结果，这些研究调查了所制定的信息反馈表对.的影响。
This paper outlines a conceptual framework for the design of psychologically well-founded informative tutoring feedback forms. This framework is on the one hand based on the large body of research on multiple elaborated feedback types. On the other hand cognitive task and error analyses serve as roots for the development of systematic design strategies. Furthermore, the present paper illustrates how these principles can be applied to the design, implementation and evaluation of informative tutoring feedback for a multimedia learning environment on written subtraction tasks. The impact of the developed informative tutoring feedback forms on learning and motivation was examined in two computer-based learning experiments. The results of these studies show that systematically designed informative feedback has positive effects on achievement and motivation. Informative feedback has to be considered an important factor in order to support efficient learning processes in computer-based learning or multi-media learning environments. Hence, the effects of multiple types and forms of elaborated feedback have been investigated in a large variety of instructional contexts. Widely used and examined feedback forms are outcome feedback types such as knowledge of result or response (KR, informs whether a response is correct or incorrect), knowledge of the correct response (KCR, provides the correct response or solution) or answer until correct (AUC, provides KR and requires to remain on the same item until it is answered correctly). There also exists a large body of research on elaborated feedback (EF). Unfortunately, the findings on the effects of multiple feedback forms are rather inconsistent (see reviews by In order to derive guidelines for the systematic design of elaborated informative feedback messages this body of research must be considered in detail. However, this detailed consideration is not always possible because it is rather costly. Thus, the design and implementation of informative feedback in multi-media learning environments is often more based on intuition than on psychologically well-founded design principles. The purposes of the present paper are therefore (a) to outline a conceptual framework for the design of psychologically well-founded informative tutoring feedback messages based on the large body of research on elaborated feedback and on approaches of cognitive task analysis (e.g. Jonassen, Tessmer & Hannum, 1999), (b) to illustrate how to apply these principles in order to design informative tutoring feedback messages for multimedia learning environments, and (c) to summarize the results of two evaluative studies that investigated the impact of the developed informative feedback forms on …