Feedback Effects in Computer-Based Skill Learning
Final rept. 1986-1989
PITTSBURGH UNIV PA LEARNING RESEARCH AND DEVELOPMENT CENTER
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This paper reports several experiments that investigated how performance feedback in a computer-based training environment affected students acquisition of cognitive skills requiring substantial practice. College students worked on category-search or electronic troubleshooting tasks problems were presented, responses were recorded, and performance feedback was given using microcomputer. We studied the impact of receiving information about a temporal trends in ones own performance i.e., intrapersonal feedback alone and b temporal trends in both ones own and others performance i.e., joint intrapersonal and interpersonal feedback. In regard to intrapersonal feedback alone, we assessed how different types of absolute performance information e. g., weighted vs. unweighted averages of reaction times on previous trials affected students learning. Results indicated that these manipulations had only weak effects. In regard to joint intrapersonal and interpersonal feedback, we assessed how different types of relative performance information e.g., superiority vs. inferiority vis-a-vis others affected students learning. Here, evidence revealed that the type of feedback students received influenced how well they performed. It was suggested that the impact of intrapersonal and intrapesonal feedback will be affected by the amount of practice time needed to achieve proficiency. Feedback may have a larger effect with extended training periods representative of normal classroom instruction.
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