The effect of feedback on academic achievement in technology-rich learning environments (TREs): A meta-analytic review |
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| Institution: | 1. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China;2. School of Psychology, Central China Normal University, Wuhan, Hubei, China;3. Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China;4. School of Education and Human Development, University of Virginia, USA;1. Department of Applied Linguistics, Social Sciences Building, University of Warwick, Coventry, CV4 7AL, UK;2. Department of Foreign Language Education, Middle East Technical University, Orta Do?u Teknik Üniversitesi, 06800, Ankara, Turkey;1. Cyprus Centre for Environmental Research & Education (CYCERE), Limassol, 3304, Cyprus;2. Cyprus Ministry of Education, Sport & Youth (MOEC), Nicosia, 1434, Cyprus;3. Department of Environment, Ministry of Agriculture, Rural Development and Environment, 1498, Nicosia, Cyprus;4. Department of Communication & Internet Studies, Cyprus University of Technology, 30 Archbishop Street, 3036, Limassol, Cyprus;1. Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal;2. Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Lisboa, Portugal;3. Aventural Social, Lisboa, Portugal;4. ISCTE – Instituto Universitário de Lisboa (IUL), CIS-IUL, Lisboa, Portugal;5. Laboratório de Pesquisa e Prevenção em Educação e Saúde (LaPPES), Instituto de Psicologia, Universidade de São Paulo, Brazil;6. Centre for Resilience & Socio-Emotional Health, University of Malta, Msida, Malta |
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| Abstract: | This study aimed to investigate the effect of feedback on students' academic achievement in a technology-rich environment through a systematic and quantitative synthesis of the studies conducted over several decades. We focused on three issues: (a) the effectiveness of feedback in enhancing learning performance; (b) possible factors (feedback characteristics and study features) associated with different studies that could have resulted in the inconsistent findings across the studies; and (c) how different types of feedback differed in their effect in enhancing academic achievement. Based on 182 effect sizes extracted from 61 studies, we found that, compared with no feedback condition, feedback had at least a medium effect (g = 0.44, 95%CI 0.324, 0.555]) in enhancing academic achievement, and the effect of explanation feedback was the strongest compared to other types of feedback. The study further revealed that the feedback in blended learning was more effective than that in online learning. Possible explanations and implications of these findings, as well as limitations and future research directions were discussed. |
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| Keywords: | Feedback Academic achievement Technology-rich learning environments Meta-analysis |
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