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

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Portešová Š., Jabůrek M., Ťápal A., Straka O.
Studia Psychologica
|
2022
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vol. 64
|
issue 2
155 - 172
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.
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