A Surprising Effect of Feedback on Learning

Autor/inn/en	Vollmeyer, Regina; Rheinberg, Falko
Titel	A Surprising Effect of Feedback on Learning
Quelle	In: Learning and Instruction, 15 (2005) 6, S.589-602 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2005.08.001
Schlagwörter	Feedback; Student Motivation; Learning Motivation; Educational Change; Educational Strategies; Student Improvement; Learning Strategies + Suchen Sie Ihr Suchwort? Schulische Motivation; Motivation for studies; Lernmotivation; Bildungsreform; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	As meta-analyses demonstrate feedback effects on performance, our study examined possible mediators. Based on our cognitive-motivational model [Vollmeyer, R., & Rheinberg, F. (1998). Motivationale Einflusse auf Erwerb und Anwendung von Wissen in einem computersimulierten System [Motivational influences on the acquisition and application of knowledge in a simulated system]. "Zeitschrift fur Padagogische Psychologie, 12," 11-23] we examined how feedback changed (1) strategies, and (2) motivation during learning, and by doing so improved (3) final performance. Students (N=211) learned how a dynamic system works and how to reach given goal states for the system. One group received feedback (i.e., knowledge of performance) the other one did not. We expected learners to improve after they received the first feedback. However, we found that learners expecting feedback used better strategies right from the start. Thus, they acquired more knowledge over fewer trials. Although we had also expected effects of feedback on motivation during learning, we could not support this hypothesis. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10