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首页> 外文期刊>Computers in Human Behavior >The impact of critical feedback choice on students' revision, performance, learning, and memory
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The impact of critical feedback choice on students' revision, performance, learning, and memory

机译：关键反馈选择对学生的修订，成绩，学习和记忆的影响

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This article examines empirically the impact of students' critical feedback choices on their memory for feedback. It also examines the effect of choosing versus receiving feedback on learning outcomes. First, a correlational study was designed to collect the choices to seek critical feedback and to revise posters from a hundred and six Grade 8 middle-school students via Posterlet, a digital assessment game in which students design posters. Upon completing the game, students filled a post-test asking them to freely recall the feedback messages they encountered in Posterlet. Results show that, when they have a choice between critical and confirmatory feedback, students tend to remember critical feedback better than confirmatory feedback. Second, a yoked experiment was designed to compare the performance and learning of college students who chose and were assigned the same amount and order of critical feedback, respectively. Results show that 1) critical feedback and revision are positively associated with performance when students choose their feedback, while critical feedback is negatively associated with learning when students receive their feedback; 2) students who engaged with higher levels of critical feedback significantly outperformed the rest of the participants only if they had a choice over their feedback; and 3) students enjoy designing posters significantly more when they choose rather than receive their feedback. Ramifications for student learning are discussed. Future work will examine whether there are any differences in memory for feedback between students who choose and those who are assigned the same amount and order of critical feedback. (C) 2017 Elsevier Ltd. All rights reserved.
机译：本文从经验上考察了学生关键的反馈选择对他们的反馈记忆的影响。它还检查了选择和接收反馈对学习成果的影响。首先，设计了一项相关研究，以收集征求反馈意见的选择，并通过海报设计（一种由学生设计海报的数字评估游戏）从110名8年级的中学生那里修改海报。完成游戏后，学生进行了一次后测，要求他们自由回忆在Posterlet中遇到的反馈信息。结果表明，当他们在关键反馈和确认反馈之间进行选择时，与否，他们往往会记住关键反馈而不是确认反馈。其次，设计了一个轭式实验，以比较分别选择和分配相同数量和顺序的关键反馈的大学生的表现和学习情况。结果表明：1）当学生选择反馈时，批判性反馈和修订与绩效成正相关；而当学生收到反馈时，关键性反馈与学习呈负相关； 2）只有在他们的反馈中有选择权的情况下，参与更高水平的关键反馈的学生才明显优于其他参与者。 3）学生选择时更喜欢设计海报，而不是收到反馈。讨论了对学生学习的影响。未来的工作将研究选择的学生与分配了相同数量和顺序的关键反馈的学生之间在反馈记忆方面是否存在差异。 （C）2017 Elsevier Ltd.保留所有权利。

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