Dynamic task selection: Effects of feedback and learner control on efficiency and motivation
ARTICLE
Gemma Corbalan, Liesbeth Kester, Jeroen J.G. van Merriënboer
Learning and Instruction Volume 19, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd
Abstract
Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected to help learners recognize the structural features and to profit from learner control over the selection of learning tasks. A 2×2 factorial experiment (N=118) was conducted to study the effects of the KCR feedback (present and absent) and control over the selection of learning tasks (learner control and program control). The presence of the KCR feedback yielded higher efficiency on a near-transfer test as well as higher learner motivation. An interaction between feedback and control, indicating extra beneficial effects of feedback when learners control the selection of learning tasks, was not found. Theoretical and practical implications are discussed.
Citation
Corbalan, G., Kester, L. & J.G. van Merriënboer, J. (2009). Dynamic task selection: Effects of feedback and learner control on efficiency and motivation. Learning and Instruction, 19(6), 455-465. Elsevier Ltd. Retrieved April 5, 2020 from https://www.learntechlib.org/p/199579/.
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