如何让基于计算机的反馈更有成效?错误解决方案的力量

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational Computing Research Pub Date : 2024-04-15 DOI:10.1177/07356331241247592
Zhen Wang, Xinrui Pei, Hejie Zhu, Shaoying Gong, Enguo Wang
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引用次数: 0

摘要

本研究旨在拓展我们对如何在基于计算机的形成性评价环境中促进学生参与反馈过程的理解。在本研究中,我们设计了一种新的详细反馈类型,即正确答案和错误答案相结合,且错误答案与学生的初始答案相匹配。此外,我们还分析了这种反馈是否比其他三种包含不同复杂程度正确信息的反馈(即正确答案知识、解题线索或完整正确答案)具有更强的积极效果。正如预测的那样,获得正确和错误解决方案的学生会体验到更积极的反馈感知,感知到更低的外在认知负荷和更高的内在认知负荷,并取得更高的迁移成绩。这项研究首次提供了将学生的错误纳入反馈设计的积极影响的实证证据,这种新颖的见解可以扩展当前的理论,即如何优化反馈设计以促进学生积极处理和使用反馈。
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How to Make Computer-Based Feedback More Productive: The Power of Erroneous Solutions
This research aims to expand our understanding of how to facilitate student feedback engagement processes in a computer-based formative assessment environment. In the present research, we designed a new type of elaborated feedback in terms of combining the correct solution and the erroneous solution, and the erroneous solution matched the student’s initial answer. Furthermore, we analyzed whether this feedback had a stronger positive effect than the other three types of feedback containing different complexities of correct information (i.e., Knowledge of Correct Response, Problem-Solving Cues, or Complete Correct Solutions). As predicted, students who received correct and erroneous solutions experienced more positive feedback perceptions, perceived lower extraneous cognitive load and higher germane cognitive load, and achieved higher transfer performance. This research is one of the first that provides empirical evidence for the positive impact of incorporating students’ errors into the feedback design, and this novel insight can extend current theories on how to optimize feedback design to promote students’ active processing and use of feedback.
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来源期刊
Journal of Educational Computing Research
Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.90
自引率
6.20%
发文量
69
期刊介绍: The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.
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