Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?

Autor/inn/en	Kuklick, Livia; Lindner, Marlit Annalena
Titel	Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter? Gefälligkeitsübersetzung: Affektiv-motivationale Effekte von Leistungsrückmeldungen bei computergestützten Prüfungen: Spielt die Komplexität von Fehlermeldungen eine Rolle?
Quelle	In: Contemporary educational psychology, 73 (2023) No. 102146, 14 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2022.102146
Schlagwörter	Emotion; Fehler; Feedback; Motivation; Computerunterstützter Unterricht; Computerunterstütztes Verfahren; Studienleistung; Bachelor-Studiengang; Negativität; Student
Abstract	The impact of computer-based performance feedback on students' affective-motivational state may be very different, depending on the positive or negative direction of the feedback message and its specific content. This experiment investigated whether more elaborated error messages improve students' affective-motivational response to negative (i.e., corrective) feedback. We systematically varied the presence and complexity of corrective feedback messages (1 x 4 between-subjects design) and analyzed the effects of the provided feedback on students' emotions, task-related perceived usefulness, and expectancy-value beliefs. University students (N = 439) worked on a low-stakes test with 12 constructed-response geometry tasks. They received either no feedback or different complexities of immediate corrective feedback after incorrect responses (i.e., Knowledge of Results [KR], Knowledge of Correct Response [KCR], or Elaborated Feedback [EF]), paired with immediate confirmatory KCR feedback after correct responses (i.e., confirming their response). Our data showed that students' task-level performance moderated the emotional impact of feedback (i.e., beneficial effects after correct re-sponses; detrimental effects after incorrect responses). Students' performance further moderated several feedback effects on students' expectancy-value beliefs. Regarding error message complexity, we found that students reported higher levels of positive emotions after receiving EF or KCR compared to KR, while only EF decreased students' level of negative emotions compared to KR and increased students' task-related perceived usefulness compared to all other groups. Overall, our results suggest that performance feedback is likely to improve students' affective-motivational state when the feedback confirms a correct response. Moreover, when reporting an error, EF (or KCR messages) were more beneficial to affective-motivational outcomes than simple KR notifications. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1