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ERIC Number: EJ1301800
Record Type: Journal
Publication Date: 2021-Aug
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: N/A
Available Date: N/A
Delaying Elaborated Feedback within Computer-Based Learning Environments: The Role of Summative and Question-Based Feedback
Candel, Carmen; Máñez, Ignacio; Cerdán, Raquel; Vidal-Abarca, Eduardo
Journal of Computer Assisted Learning, v37 n4 p1015-1029 Aug 2021
Elaborative feedback (EF) containing explanations on students' responses benefits learning. Computer-based environments provide learners with EF in different ways, for example, on an immediate question-by-question basis or after answering a set of questions. Recent findings also suggest that delaying EF enhances learning. However, it is unclear to what extent different types of delayed-EF favour students' performance. This study examines whether and how two types of delayed-EF (question-based vs. summative) influence students' question-answering performance and final learning over immediate-EF. One hundred thirty-three secondary-school students read a scientific text and answered 12 multiple-choice questions in a computer-based environment. A day later, students completed a final learning test with 20 open-ended questions. Results showed that neither question-based delayed EF nor summative delayed EF outperformed immediate EF. However, EF moderated the relationship between students' prior knowledge and their performance outcomes, suggesting that students with higher levels of prior knowledge receiving summative delayed EF benefited more.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A