Feedback is used in a variety of contexts to train staff and to teach individuals new skills. Despite its popularity, there is no consensus on how to deliver it. Different measures have been used to evaluate the effectiveness of feedback, such as accuracy of responses and the sequencing of feedback delivery. The purpose of this study was to compare two feedback procedures and to explore new ways to measure the effectiveness of feedback. Four undergraduate students were exposed to two conditions: feedback before + skip the opportunity to respond and feedback after an incorrect answer. Results showed that the number of correct answers and teaching time were similar in both conditions. However, session duration was lower in the feedback before + skip condition when compared to the feedback after condition. Finally, reported emotions correlated with participants' correct responding. This study demonstrates that it is more beneficial and efficient to teach learners how to engage in a correct performance, rather than to correct responses.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1505195 |
| Date | 05 1900 |
| Creators | Winne, Jessica Kay |
| Contributors | Rosales-Ruiz, Jesus, Ortu, Daniele, Ala'i-Rosales, Shahla |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 41 pages, Text |
| Rights | Public, Winne, Jessica Kay, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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