The purpose of the study was to examine the effects of types of computer-delivered feedback on (1) knowledge acquisition and retention, (2) feedback study time, (3) feedback efficiency, and (4) learner response confidence in the domain of concept learning. The following four levels of feedback were investigated: (1) knowledge of result (KR); (2) knowledge of result + knowledge of correct answer (KC); (3) knowledge of result + knowledge of correct answer followed by elaboration (CE); and (4) knowledge of result + elaboration followed by knowledge of correct answer (EC). / One hundred sixty college students enrolled in an introductory psychology course at the Florida State University participated in the study. Students were randomly assigned to one of the four treatment groups to take a CAI lesson teaching the concepts presented in Gagne's Taxonomy of Human Learning. The instructional task required the subjects to classify instructional objectives into one of Gagne's schema of nine learned capabilities. / T-tests were used to analyze the general effect of feedback on student response confidence. Separate ANOVAs were performed to analyze the treatment effects of various types of feedback on student performance, feedback study time, feedback efficiency, and learner response confidence on immediate and delayed retention posttests. / Results from the statistical analyses on the student performance upon immediate and delayed posttests revealed a significant difference between KR and the other three feedback groups; however, no difference was indicated among KC, CE, and EC feedback groups. In terms of feedback study time and feedback efficiency on learning and retention, the KC feedback approach was found to be less time consuming and more time efficient than the two elaborated feedback procedures (CE and EC). Type of feedback had little effect on learner response confidence. / For a replication of the study, it is suggested to increase the amount of instruction and practice examples for the difficult concepts; or, to reduce the learning tasks involved in the lesson. Other recommendations for future feedback research are provided. / Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2000. / Major Professor: Walter W. Wager. / Thesis (Ph.D.)--The Florida State University, 1991.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76428 |
| Contributors | Chen, Sue-Jen., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 156 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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