Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction

被引：94
|
作者：
Narciss, Susanne [1 ]
Huth, Katja [1 ]
机构：
[1] Tech Univ Dresden, Inst Psychol 4, D-01062 Dresden, Germany
来源：
LEARNING AND INSTRUCTION | 2006年 / 16卷 / 04期
关键词：
feedback; computer-based training; written subtraction;
D O I：
10.1016/j.learninstruc.2006.07.003
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Most studies on feedback compare elaborated feedback types presenting knowledge on the correct response (KCR) immediately together with further information to simple feedback types providing knowledge of result (KR) or KCR. This study uses bug-related tutoring feedback (BRT-feedback) offering strategic information for error correction, but no immediate KCR. In a computer-based learning experiment with 50 fourth-grade pupils having learning difficulties in written subtraction, cognitive and motivational effects of this BRT-feedback algorithm were compared to the effects of a traditional KR-KCR-feedback algorithm. Results show that BRT-feedback is significantly more beneficial for achievement and motivation than KR-KCR-feedback. (c) 2006 Elsevier Ltd. All rights reserved.
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页码：310 / 322
页数：13
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