ERIC Number: EJ1081708
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 88
Effects of Feedback in a Computer-Based Learning Environment on Students' Learning Outcomes: A Meta-Analysis
Van der Kleij, Fabienne M.; Feskens, Remco C. W.; Eggen, Theo J. H. M.
Review of Educational Research, v85 n4 p475-511 Dec 2015
In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students' learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from -0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct answer (KCR; 0.32). EF was particularly more effective than KR and KCR for higher order learning outcomes. Effect sizes were positively affected by EF feedback, and larger effect sizes were found for mathematics compared with social sciences, science, and languages. Effect sizes were negatively affected by delayed feedback timing and by primary and high school. Although the results suggested that immediate feedback was more effective for lower order learning than delayed feedback and vice versa, no significant interaction was found.
Descriptors: Feedback (Response), Computer Assisted Instruction, Electronic Learning, Outcomes of Education, Meta Analysis, Effect Size, Accuracy, Intellectual Disciplines, Mathematics, Social Sciences, Sciences, Languages, Primary Education, High Schools, Instructional Effectiveness, Coding, Regression (Statistics), Literature Reviews, Statistical Analysis
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Primary Education; Early Childhood Education; High Schools; Secondary Education
Authoring Institution: N/A