ERIC Number: ED309745
Record Type: Non-Journal
Publication Date: 1989-Mar
Reference Count: N/A
The Effects of Four Methods of Immediate Corrective Feedback on Retention, Discrimination Error, and Feedback Study Time in Computer-Based Instruction.
Dempsey, John V.; Driscoll, Marcy P.
The effects of four methods of immediate corrective feedback delivered by computer within a question-based concept and rule learning setting were investigated in this study. A second purpose of the study was to probe the complex relationship between types of corrective feedback and the types of errors made by learners. One hundred and fifty-three students enrolled in an undergraduate biology class for nonmajors were randomly assigned to one of four immediate corrective feedback conditions commonly used in computer-based instructional situations. The types of errors made by learners during instruction were analyzed and compared across groups. Dependent variables were achievement on a retention test, feedback study time, on-task achievement, and feedback efficiency. An adaptive design template, the rational set generator, was applied in the design and delivery of instruction. Results indicated the group which received simple knowledge-of-correct-results feedback used significantly less feedback study time and was more efficient than any other condition. Consistent with prior studies, the adaptive design strategy overcame differences in retention which may have been observed with an instructional strategy using a fixed number of interrogatory instances. Learners who made fewer fine discrimination errors during instruction, however, scored higher on a retention test. As expected, a significantly higher number of fine discrimination errors were made on the retention test. An important finding of this study is that almost twice as much feedback study time was consumed for fine discrimination errors across all conditions. Results of data analyses are presented in 10 tables. (37 references) (Author/GL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A