How Reward- and Error-Based Feedback Systems Create Microfailures to Support Learning Strategies

Autor/inn/en	Liu, Allison S.; Vanacore, Kirk; Ottmar, Erin
Titel	How Reward- and Error-Based Feedback Systems Create Microfailures to Support Learning Strategies
Quelle	(2022), (4 Seiten)Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; Feedback (Response); Failure; Learning Strategies; Mathematics Instruction; Error Patterns; Rewards; Problem Solving; Game Based Learning; Grade 7; Repetition; Predictor Variables; Incentives; Middle School Students + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematics lessons; Mathematikunterricht; Fehlertyp; Reward; Belohnung; Problemlösen; School year 07; 7. Schuljahr; Schuljahr 07; Wiederholung; Prädiktor; Anreiz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Feedback in educational technologies can teach and engage students in math, but questions remain on how to present failure feedback that supports positive learning behaviors. We explore how error- and reward-based feedback influenced students' choices to replay completed problems in "From Here to There!," a math game-based educational technology. We conducted a multilevel logistic regression in 1,031 seventh-grade students predicting whether a problem was replayed, using whether an error was made during the first problem attempt and how many clovers were earned after solving the problem (with more clovers earned for more efficient solutions). Preliminary results show that making an error or earning two clovers increased the likelihood of replays, whereas earning one or three clovers decreased the likelihood. Our findings suggest that clovers and errors may be "micro-failures" that encourage replays by supporting feelings of competency and/or autonomy, which has implications for game design elements for learning and engagement. [This paper was published in: ICLS2022 Proceedings, International Society of the Learning Sciences (ISLS), 2022, pp. 1633-1636.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01