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The informational value of feedback choices for performance and revision in a digital assessment game

机译：反馈选择对于数字评估游戏中性能和修订的信息价值

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Purpose - This study aims to examine the impact of the informational value of feedback choices (confirmatory versus critical feedback) on students' performance, their choice to revise and the time they spend designing posters and reading feedback in a computer-based assessment game, Posterlet Design/methodology/approach - An empirical correlational study was conducted to collect the choices to seek confirmatory or critical feedback and to revise posters in a poster design task from 106 grade 8 students from a middle school in California via Posterlet. Findings - The results of the study show that critical uninformative feedback is associated with students' performance, and critical informative feedback is associated with their learning strategies (i.e. feedback dwell time and willingness to revise), while confirmatory informative feedback is negatively associated with both performance and learning strategies. Research limitations/implications - The study controlled the choice students were given regarding the valence of their feedback but not regarding the informational value of their feedback. Additionally, the study was conducted with middle-school students, and more research is needed to ascertain whether the results generalize to other populations. Practical implications - The findings can be used to balance the design of the informational content of feedback messages to support student performance in an open-ended, creative design task. This study may also inform the design and implementation of agents (e.g. virtual characters) able to provide user-adaptive feedback for online interactive learning environments. Originality/value - This study constitutes the first research to examine the informational value of feedback that is chosen rather than received, the latter being the prevalent model of delivering feedback in education.
机译：目的-这项研究旨在检验反馈选择（确认性反馈与关键性反馈）的信息价值对学生表现，他们进行修改的选择以及他们在基于计算机的评估游戏Posterlet中设计海报和阅读反馈的时间的影响。设计/方法/方法-进行了一项经验相关研究，收集了来自加利福尼亚某中学的106名8年级学生通过Posterlet寻求确认或关键反馈并修改海报设计任务中的海报的选择。调查结果-研究结果表明，关键的非信息反馈与学生的表现有关，关键的信息反馈与他们的学习策略（即反馈停留时间和修改意愿）相关，而确认性的信息反馈与两者的表现均呈负相关和学习策略。研究的局限性/含意-研究控制了选择学生时反馈的效价，而不是反馈的信息价值。此外，该研究是针对中学生进行的，需要更多研究来确定结果是否能推广到其他人群。实际意义-研究结果可用于平衡反馈消息的信息内容的设计，以支持学生在开放性，创造性设计任务中的表现。该研究还可以为能够为在线交互式学习环境提供用户自适应反馈的代理（例如虚拟角色）的设计和实现提供信息。原创性/价值-这项研究是第一个研究选择的而不是接收的反馈信息价值的研究，后者是在教育中提供反馈的流行模型。

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