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.

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