American Educational Research Association Annual Meeting,
A quantitative research synthesis (meta-analysis) was conducted on the literature concerning the effects of feedback on learning from computer-based instruction (CBI). Despite the widespread acceptance of feedback in computerized instruction, empirical support for particular types of feedback information has been inconsistent and contradictory. Effect size calculations from 22 studies involving the administration of immediate achievement posttests resulted in a weighted mean effect of .80. Also, a mean weighted effect size of .35 was obtained from 9 studies involving delayed posttest administration. Feedback effects on learning and retention were found to vary with CBI typology, format of unit content, and access to supplemental materials. Results indicate that the diagnostic and prescriptive management strategy of computer-based adaptive instructional systems provide the most effective feedback. The implementation of effective feedback in computerized instruction involves the computer's ability to verify the correctness of the learner's answer and the underlying causes of error. An appendix provides bibliographic information for the 20 studies included in the meta-analysis. Two tables illustrate data. (Contains 46 references.) (Author)
Azevedo, R. & Bernard, R.M. (1995). The Effects of Computer-Presented Feedback on Learning from Computer-Based Instruction: A Meta-Analysis. Presented at American Educational Research Association Annual Meeting 1995.