Providing feedback on computer-based algebra homework in middle-school classrooms |
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| Affiliation: | 1. Department of Psychology and Human Development, Vanderbilt University, United States;2. Wisconsin Center for Education Research, University of Wisconsin-Madison, United States;1. University at Buffalo, United States;2. Washington State University Tricities, United States;1. University of Vienna, Faculty of Computer Science, Research Group CSLEARN ‐ Educational Technologies, Währinger Straβe 29, 1090 Vienna, Austria;2. Anima Scan Ltd., Israel;3. Tel Aviv University, Israel;4. Hadassah-Hebrew University Medical Center, Jerusalem, Israel;5. Research Centre for Natural Sciences, Institute of Cognitive Neuroscience and Psychology, Hungary;1. Department of Computer Science and Engineering, Yuan Ze University, Taiwan, ROC;2. Department of Information Communication, Yuan Ze University, Taiwan, ROC;3. Department of Information Management, Taoyuan Innovation Institute of Technology, Taiwan, ROC;4. Innovation Center for Big Data and Digital Convergence, Yuan Ze University, Taiwan, ROC;1. Chemical and Materials Engineering, University of Alberta, Edmonton, AB T6G 1H9, Canada;2. Electrical and Computer Engineering, University of Alberta, Edmonton, AB T6G 1H9, Canada;1. College of Management and Economics, Tianjin University, No.92, Weijin Road, Tianjin, 300072, China;2. Department of Information Systems, National University of Singapore, 13 Computing Drive, 117417, Singapore;3. School of Economics and Management, Southeast University, No.2, Si Pai Lou Street, Nanjing, Jiangsu, 210096, China |
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| Abstract: | Homework is transforming at a rapid rate with continuous advances in educational technology. Computer-based homework, in particular, is gaining popularity across a range of schools, with little empirical evidence on how to optimize student learning. The current aim was to test the effects of different types of feedback on computer-based homework. In the study, middle school students completed a computer-based pretest, homework assignment, and posttest containing challenging algebraic problems. On the homework assignment, students were assigned to different feedback conditions. In Experiment 1 (N = 103), students received no feedback or correct-answer feedback after each problem. In Experiment 2 (N = 143), students received (1) no feedback, (2) correct-answer feedback, (3) try-again feedback, or (4) explanation feedback after each problem. For students with low prior knowledge, feedback resulted in better posttest performance than no feedback. However, students with high prior knowledge learned just as much whether they received feedback or not. Results suggest the provision of basic feedback on computer-based homework can benefit novice students’ mathematics learning. |
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| Keywords: | Feedback Problem solving Computer-based homework Mathematics learning |
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