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Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction
ARTICLE

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Learning and Instruction Volume 16, Number 4, ISSN 0959-4752 Publisher: Elsevier Ltd

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.

Citation

Narciss, S. & Huth, K. (2006). Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction, 16(4), 310-322. Elsevier Ltd. Retrieved May 13, 2021 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2006.07.003

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