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| Effects of computer-based feedback on learning and its mechanism |
| WANG Zhen, ZHAO Haoli, PEI Xinrui, WANG Enguo |
| School of Psychology, Henan University, Kaifeng 475004 |
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Abstract Recently, researchers in the field of online learning have paid much attention to whether computer-based feedback can promote learning. Computer-based feedback refers to the information provided automatically by the computer system after learners respond to the learning task, which can help learners confirm, adjust or reconstruct the existing knowledge concepts. Previous studies have indicated that computer-based feedback is an important instructional design for improving learning performance, but the positive effect of computer-based feedback can be moderated by feedback characteristics, learners' prior knowledge, motivational beliefs, task difficulty, and task type. Based on the existing empirical evidence and theoretical perspectives, an integrated model was introduced. The new model mainly hypothesized the potential mechanisms that underlie the effects of computer-based feedback on learning performance from two aspects. On the one hand, different characteristics of computer-based feedback would indirectly affect the learning performance by triggering different feedback perception and self-regulated learning processes. On the other hand, feedback characteristics interact with learner characteristics and task characteristics to affect learners' feedback perception, self-regulated learning processes, and learning performance. Future research should further explore the effects of computer-based feedback from the perspectives of boundary conditions and functional mechanism.
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