| Abstrakt: |
The provision of immediate feedback is one of the strengths of computer‐assisted instruction. However, the manner of its action is far from clear, with information‐providing, reinforcing and attention‐directing theories vying to account for its effect in various learning situations. In the present study, which used an adjunct statistics‐teaching programme, feedback providing the correct answer was found to be superior to feed‐back simply saying whether the student's answer was correct or wrong; and this in turn was found to be superior to the total absence of feedback. Thus information‐providing feedback was found to be the most potent, the locus of its action being in error correction. The results also suggest that the error‐locating and error‐correcting functions of feedback can be separated with possible advantages for instruction. [ABSTRACT FROM PUBLISHER] |
