Search results for author:"Susanne Narciss"
Total records matched: 12 Search took: 0.113 secs
Designing and Evaluating Tutoring Feedback Strategies for Digital Learning Environments on the Basis of the Interactive Tutoring Feedback Model
Digital Education Review Vol. 23 (June 2013) pp. 7–26
This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008), and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative...
Annual Meeting of the American Educational Research Association 1999 (April 1999)
The motivational effects of feedback types consisting of the same evaluative components, but differing in the informative components, were studied with 156 German undergraduates in a computer-based learning experiment. A concept-formation task was...
Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction
Learning and Instruction Vol. 16, No. 4 (August 2006) pp. 310–322
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...
Journal of Interactive Learning Research Vol. 18, No. 4 (October 2007) pp. 511–531
Several practitioners and researchers consider interactivity as the essential mechanism for effective and successful self-regulated learning within web-based learning environments. Even so, there are few studies that address the question of how...
Self-evaluation accuracy and satisfaction with performance: Are there affective costs or benefits of positive self-evaluation bias?
International Journal of Educational Research Vol. 50, No. 4 pp. 230–240
This paper examines how self-evaluation biases may influence satisfaction with performance. A review of theoretical positions suggests there are two views, both of which are supported by studies involving laboratory tasks. The first view predicts...
Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?
Learning and Instruction Vol. 20, No. 4 pp. 291–303
Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group....
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3121–3129
Since the National Council of Teachers of Mathematics has published the Principles and Standards on Mathematics Education, approaches in mathematics education stress the development of mathematics literacy as the major objective of mathematics...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2881–2887
A common possibility to initiate active information processing in multimedia instruction is to provide different complex and difficult learning tasks. Hence, the question of how to design and construct interactive learning tasks systematically is of ...
Journal of Research in Reading Vol. 35, No. 2 (May 2012) pp. 136–152
Research on expert performance suggests that deliberate practice provides optimal opportunities for expertise development. This study examined whether the provision of computer-based scaffolding (CBS) guiding deliberate practice facilitates students'...
Electronic Journal of Research in Educational Psychology Vol. 12, No. 1 (April 2014) pp. 191–210
Introduction: Motivation is an important issue in both face-to-face and computer-supported collaborative learning. There are several approaches for enhancing motivation, including group awareness tools that provide feedback on the group's...
Journal of Educational Research Vol. 106, No. 6 (2013) pp. 431–440
Especially in the context of technology-enhanced informal learning, it is crucial to understand how to design information sources in such a way that learners are not overwhelmed by the demands of the learning process, but at the same time are...
Susanne Narciss; Sergey Sosnovsky; Lenka Schnaubert; Eric Andrès; Anja Eichelmann; George Goguadze; Erica Melis
Computers & Education Vol. 71, No. 1 (February 2014) pp. 56–76
Personalized tutoring feedback is a powerful method that expert human tutors apply when helping students to optimize their learning. Thus, research on tutoring feedback strategies tailoring feedback according to important factors of the learning...