Encouraging mindful feedback processing: computer-based instruction in descriptive statistics

This study investigated the effectiveness of three computer-administered feedback methods and how a goal intervention influenced the effectiveness of these methods when learning concepts and rules pertaining to the topic of descriptive statistics. Three methods of feedback: knowledge of correct response feedback, explanatory-implicit feedback, and no-feedback were crossed with two goal conditions (goal and no goal) to form six experimental conditions. Learning was measured as increased correct answers on a 24-item multiple-choice test given on three repeated trials. One hundred and thirty college undergraduates enrolled in a pre-service teacher education program were randomly assigned to the six experimental conditions. Students given feedback (knowledge of correct response and explanatory-implicit) showed significantly greater learning across the three trials in comparison to the no-feedback control, but those in the knowledge of correct response and explanatory-implicit feedback conditions showed essentially equal performance on the learning measure across the three trials. For individuals given explanatory-implicit feedback, those receiving a goal intervention performed significantly better on the learning measure than those not receiving the goal intervention. This study supports past research showing the benefit of feedback when learning from a computer-assisted instruction. In addition, this study showed how a goal intervention interacts with various feedback methods to enhance learning.