Providing feedback in computer-based instruction: what the research tells us
(2001)Abstract
Because computer-based instruction typically provides a self-contained learning environment, designers need to pay especially close attention to the kinds of feedback they incorporate into their programming. Research in traditional learning settings, while clearly demonstrating feedback's importance, has not shown any particular kind of feedback to be universally superior. This paper examines the literature on feedback in computer-based instruction, grouping feedback into seven clusters: knowledge-of-response, knowledge-of-correct-response, answer-until-correct, topic-contingent, response-contingent, bug-related, and attribute-isolation. A theoretical framework based on the research is provided to assist designers, developers, and instructors in creating effective feedback in computer-based instruction appropriate to a variety of conditions. Variables to be considered in determining type of feedback and level of elaboration include student achievement, task complexity, timing of feedback, prior knowledge, and learner control.