Types of feedback in a computer-based collaborative problem-solving group task

This study measured collaborative problem-solving processes and outcomes in a computer-based knowledge mapping environment. One hundred and twenty Asian American high school students were randomly assigned to be either a group leader, whose responsibility was to construct the map, or a group searcher, whose responsibility was to seek information and access feedback from a Web environment. Each group was randomly assigned to a feedback condition (knowledge of response feedback or adapted knowledge of response feedback). Results showed that adapted knowledge of response feedback was significantly more beneficial than knowledge of response feedback. Further, most of the study hypotheses were supported regarding the relationship between problem-solving processes and outcomes.     

Providing feedback on computer-based algebra homework in middle-school classrooms

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.     

Progression of mental models throughout the phases of a computer-based instructional simulation: Supportive information,practice, and performance

Students of chemical engineering (n = 26) participated in an experiment using a computer-based simulation of a chemical plant. The progression of participants’ mental models was examined throughout a computer-based instructional experience as they acquired the complex cognitive skills of troubleshooting. Participants’ mental models of the complex learning task were matched against an expert mental model at five observation points through the instruction. Progressions of learners’ mental models were examined before and after three phases of the instructional process: supportive information presentation, problem solving practice, and performance test. The results indicated a significant change in participants’ mental models after receiving the supportive information and little change after practice or performance. This paper presents the results of this investigation and discusses the findings and their implications for computer-based instruction and training.     

Disturbance Attenuation and Trajectory Tracking via a Reduced-order Output Feedback Controller for Robot Manipulators

This paper presents a solution to the problem of trajectory tracking with external disturbance attenuation in robotics systems via a reduced-order output feedback controller, without velocity measurement. The proposed control law ensures both semi-global asymptotic stability of the closed-loop system and external disturbance attenuation. The approach is based on the notion of the L₂-gain and requires to solve two algebraic Riccati inequalities. The proposed controller design is illustrated by a simulation example.