The benefits of computer-generated feedback for mathematics problem solving

被引：26

作者：

Fyfe, Emily R. ^{[1
]}

Rittle-Johnson, Bethany ^{[1
]}

机构：

[1] Vanderbilt Univ, Dept Psychol & Human Dev, Nashville, TN 37203 USA

来源：

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 2016年 / 147卷

基金：

美国国家科学基金会;

关键词：

Feedback; Problem solving; Computer learning; Mathematics learning; Mathematical equivalence; Immediate feedback; Learning and transfer; RETENTION; KNOWLEDGE; IMMEDIATE; METAANALYSIS; CHILDRENS;

D O I：

10.1016/j.jecp.2016.03.009

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The goal of the current research was to better understand when and why feedback has positive effects on learning and to identify features of feedback that may improve its efficacy. In a randomized experiment, Second-grade children received instruction on a correct problem-solving strategy and then solved a set of relevant problems. Children were assigned to receive no feedback, immediate feedback, or summative feedback from the computer. On a posttest the following day, feedback resulted in higher scores relative to no feedback for children who started with low prior knowledge. Immediate feedback was particularly effective, facilitating mastery of the material for children with both low and. high prior knowledge. Results suggest that minimal computer-generated feedback can be a powerful form of guidance during problem solving. (C) 2016 Elsevier Inc. All rights reserved.

引用

页码：140 / 151

页数：12

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