Literaturnachweis - Detailanzeige
| Autor/inn/en | Cutumisu, Maria; Schwartz, Daniel L. |
|---|---|
| Titel | Choosing versus Receiving Feedback: The Impact of Feedback Valence on Learning in an Assessment Game [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016). |
| Quelle | (2016), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Feedback (Response); Educational Games; Computer Assisted Testing; Selection; Adults; Time; Gender Differences; Outcomes of Education |
| Abstract | Studies examining feedback in educational settings have largely focused on feedback that is received, rather than chosen, by students. This study investigates whether adult participants learn more from choosing rather than receiving feedback from virtual characters in a digital poster design task. We employed a yoked study design and two versions of an online game-based assessment, Posterlet, to compare the learning outcomes of N=264 Mechanical Turk adults in two conditions: when they "chose" the feedback valence versus when they "received" the same feedback valence and order. In Posterlet, players design posters and learn graphic design principles from feedback. We found that the more the participants chose critical feedback, the more time they spent designing posters, but there were no differences in learning, revision, and time spent designing posters between conditions. In each condition, critical feedback correlated with performance and revision, suggesting that feedback valence is important for performance, regardless of being a choice. [For the full proceedings, see ED592609.] (As Provided). |
| Anmerkungen | International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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