EFFECT OF COMPUTER-BASED FEEDBACK IN GAME-LIKE FLUID REASONING TASKS

• Authors: Portešová Šárka , Jabůrek Michal , Ťápal Adam , Straka Ondřej
• Languages of publication: EN

Abstracts

EN

We focused on the effect of various types of feedback in a game-based fluid reasoning test called Triton and the Hungry Ocean on elementary school students (ages 8-12; total N = 321). The feedback types were four: no feedback (A), simple (correct/wrong feedback; B), elaborated (correct solution shown; C), and learner-controlled feedback (student chooses between feedback types; D). We did not observe an effect of any feedback type on performance (i.e., there were no between-group differences). However, within group D, students overall tended to choose elaborated feedback more often as task difficulty increased (r = .92), and those in group D who generally tended to choose elaborated feedback also tended to perform better even after controlling for intellect.

Keywords

EN

FEEDBACK; LEARNING; GAME-BASED PERFORMANCE TESTS; METACOGNITION

• Publisher: Institute of Experimental Psychology, Slovak Academy of Sciences
• Journal: Studia Psychologica
• Year: 2022
• Volume: 64
• Issue: 2
• Pages: 155 - 172

Contributors

author

Portešová Šárka

• Institute for Research on Children, Youth and Family, Faculty of Social Studies, Masaryk University, Joštova 10, Brno 602 00, Czech Republic

• https://orcid.org/0000-0002-8107-5981

author

Jabůrek Michal

• https://orcid.org/0000-0001-5994-0441

author

Ťápal Adam

• https://orcid.org/0000-0003-2315-4590

author

Straka Ondřej

• https://orcid.org/0000-0001-5631-8825

Identifiers

DOI

https://doi.org/10.31577/sp.2022.02.845