Effects of Feedback in a Computer-Based Learning Environment on Students' Learning Outcomes: A Meta-Analysis
Effects of Feedback in a Computer-Based Learning Environment on Students' Learning Outcomes: A Meta-Analysis
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DOI：
10.3102/0034654314564881
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发表时间：
2015-12-01
影响因子：
11.2
通讯作者：
Eggen, Theo J. H. M.
中科院分区：
文献类型：
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作者：
Van der Kleij, Fabienne M.;Feskens, Remco C. W.;Eggen, Theo J. H. M.
在这项元分析中，我们调查了在基于计算机的环境中提供基于项目的反馈的方法对学生学习结果的影响。从40项研究中，计算了70个效应大小，范围从-0.78到2.29。数据分析采用混合模型。结果表明，详细反馈(EF；例如，提供解释)产生的效度(0.49)大于关于答案正确性的反馈(KR；0.05)或提供正确答案的反馈(KCR；0.32)。对于更高阶的学习结果，EF比KR和KCR更有效。效应大小受EF反馈的正向影响，与社会科学、科学和语言相比，数学的效应大小更大。影响大小受反馈时间延迟和小学和高中教育程度的影响。结果表明，即时反馈对低阶学习比延迟反馈更有效，反之亦然，但没有发现显著的交互作用。
In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students' learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from -0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct answer (KCR; 0.32). EF was particularly more effective than KR and KCR for higher order learning outcomes. Effect sizes were positively affected by EF feedback, and larger effect sizes were found for mathematics compared with social sciences, science, and languages. Effect sizes were negatively affected by delayed feedback timing and by primary and high school. Although the results suggested that immediate feedback was more effective for lower order learning than delayed feedback and vice versa, no significant interaction was found.