The Effect of Computer-Based Feedback in Game-Like Fluid Reasoning Tasks
| Authors | |
|---|---|
| Year of publication | 2022 |
| Type | Article in Periodical |
| Magazine / Source | Studia Psychologica |
| MU Faculty or unit | |
| Citation | |
| Web | článek - open access |
| Doi | http://dx.doi.org/10.31577/sp.2022.02.845 |
| Keywords | feedback; learning; game-based performance tests; metacognition |
| Attached files | |
| Description | We focused on the effect of various types of feedback in a game-based fluid reasoning test called Triton and the Hungry Ocean on elementary school students (ages 8-12; total N = 321). The feedback types were four: no feedback (A), simple (correct/wrong feedback; B), elaborated (correct solution shown; C), and learner-controlled feedback (student chooses between feedback types; D). We did not observe an effect of any feedback type on performance (i.e., there were no between-group differences). However, within group D, students overall tended to choose elaborated feedback more often as task difficulty increased (r = .92), and those in group D who generally tended to choose elaborated feedback also tended to per-form better even after controlling for intellect. |
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