Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction |
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| Institution: | 1. MOE Key Lab for Intelligent Networks and Network Security, Xi’an Jiaotong University, Xi’an, China;2. Systems Engineering Institute, Xi’an Jiaotong University, Xi’an, China;3. Department of Computer Science and Technology, Xi’an Jiaotong University, Xi’an, China;1. School of Engineering Education, Purdue University, 701 W. Stadium Ave., Suite 1300, West Lafayette, IN 47907, United States;2. MIT Sloan School of Management, Massachusetts Institute of Technology, 77 Massachusetts Ave., Building 62–339, Cambridge, MA 02139, United States;1. Faculty of Social Sciences, Department of Communication Science, VU University Amsterdam, De Boelelaan 1081, 1081 HV Amsterdam, The Netherlands;2. DTV Consultants, Markendaalseweg 44, 4811 KC Breda, The Netherlands |
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| Abstract: | Most studies on feedback compare elaborated feedback types presenting knowledge on the correct response (KCR) immediately together with further information to simple feedback types providing knowledge of result (KR) or KCR. This study uses bug-related tutoring feedback (BRT-feedback) offering strategic information for error correction, but no immediate KCR. In a computer-based learning experiment with 50 fourth-grade pupils having learning difficulties in written subtraction, cognitive and motivational effects of this BRT-feedback algorithm were compared to the effects of a traditional KR–KCR-feedback algorithm. Results show that BRT-feedback is significantly more beneficial for achievement and motivation than KR–KCR-feedback. |
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