Fyfe Emily R, Rittle-Johnson Bethany
Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA.
Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA.
J Exp Child Psychol. 2016 Jul;147:140-51. doi: 10.1016/j.jecp.2016.03.009. Epub 2016 Apr 12.
The goal of the current research was to better understand when and why feedback has positive effects on learning and to identify features of feedback that may improve its efficacy. In a randomized experiment, second-grade children received instruction on a correct problem-solving strategy and then solved a set of relevant problems. Children were assigned to receive no feedback, immediate feedback, or summative feedback from the computer. On a posttest the following day, feedback resulted in higher scores relative to no feedback for children who started with low prior knowledge. Immediate feedback was particularly effective, facilitating mastery of the material for children with both low and high prior knowledge. Results suggest that minimal computer-generated feedback can be a powerful form of guidance during problem solving.
当前研究的目标是更深入地了解反馈在何时以及为何会对学习产生积极影响，并确定可能提高其效果的反馈特征。在一项随机实验中，二年级学生接受了关于正确解题策略的指导，然后解决了一组相关问题。孩子们被分配接受无反馈、即时反馈或来自计算机的总结性反馈。在第二天的后测中，对于先前知识水平较低的孩子，反馈相对于无反馈导致了更高的分数。即时反馈特别有效，有助于先前知识水平低和高的孩子掌握材料。结果表明，最少的计算机生成反馈可以成为解决问题过程中一种强有力的指导形式。
