Computer-based feedback matters when relevant prior knowledge is not activated |
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| Affiliation: | 1. School of Psychology, Shenzhen University, China;2. College of Education, Wenzhou University, China;1. Oranim Academic College of Education, Kiryat Tevo''n, Israel;2. Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel;3. School of Education, Bar-Ilan University, Ramat-Gan, Israel;4. Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel;1. Department of Behavioural and Cognitive Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg;2. Luxembourg Centre for Educational Testing, University of Luxembourg, Esch-sur-Alzette, Luxembourg;3. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany;1. University of Stavanger, Kitty Kiellands Hus Stavanger, 8600, Norway;2. University of New South Wales, School of Education, NSW 2052, Sydney, Australia;3. Bahçeşehir University Yıldız, Çırağan Cd., 34349, Beşiktaş/İstanbul, Turkey |
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| Abstract: | BackgroundHow feedback is given may influence its utility.AimWe examined the effect of activated prior knowledge on learning from feedback by manipulating whether knowledge of a foundational concept was activated before solving fraction division problems.Sample and methodsUndergraduates (N = 171) were randomly assigned in a 3 (feedback timing: delayed, immediate, or no feedback) x 2 (knowledge activation: relevant or not) between-subjects design.ResultsIf irrelevant knowledge was activated, immediate feedback enhanced learning as compared to no feedback during the learning task, whereas if relevant knowledge was activated, then there was no impact of immediate feedback. On the posttest, any feedback (immediate or delayed) resulted in greater performance, but feedback timing did not matter. Thus, activating prior knowledge moderates the effect of feedback on learning.ConclusionWhen researchers or practitioners are investigating or giving feedback, they must also consider individual differences of the learner such as the prior knowledge they bring to the task. |
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| Keywords: | feedback Prior knowledge Knowledge activation Fraction learning |
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