A meta-analysis of the effects of feedback in computer-based instruction
A meta-analysis of the effects of feedback in computer-based instruction
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DOI：
10.2190/9lmd-3u28-3a0g-ftqt
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发表时间：
1995-01-01
影响因子：
4.8
通讯作者：
Bernard, RM
中科院分区：
文献类型：
--
作者：
Azevedo, R;Bernard, RM
本文对计算机教学中反馈对学习效果的影响进行了定量综合研究（meta-分析）。尽管反馈在计算机化教学中被广泛接受，但对特定类型反馈信息的经验支持一直不一致和矛盾。对涉及立即成就后测的22项研究进行的效应量计算得出加权平均效应量为0.80。同样，平均加权效应大小为。从9个涉及延迟测试后给药的研究中获得35个。发现反馈对学习和记忆的影响随CBI类型、单元内容格式和补充材料的获取而变化。结果表明，基于计算机的适应性教学系统的诊断性和规定性管理策略提供了最有效的反馈。在计算机化教学中有效反馈的实施涉及计算机验证学习者答案的正确性和错误的潜在原因的能力。
A quantitative research synthesis (meta-analysis) was conducted on the literature concerning the effects of feedback on learning from computer-based instruction (CBI). Despite the widespread acceptance of feedback in computerized instruction, empirical support for particular types of feedback information has been inconsistent and contradictory. Effect size calculations from twenty-two studies involving the administration of immediate achievement posttests resulted in a weighted mean effect size of .80. Also, a mean weighted effect size of .35 was obtained from nine studies involving delayed posttest administration. Feedback effects on learning and retention were found to vary with CBI typology, format of unit content and access to supplemental materials. Results indicate that the diagnostic and prescriptive management strategies of computer-based adaptive instructional systems provide the most effective feedback. The implementation of effective feedback in computerized instruction involves the computer's ability to verify the correctness of the learner's answer and the underlying causes of error.