Gradient- and Full-Response Feedback In Computer-Assisted Instruction

AbstractThis study Investigated the effectiveness of providing full-response feedback or gradient-response feedback to students who were presented with the name of a State and were required to respond with the Capital of the State. Significant differences In learning- time were found favoring full-response feedback. Although the mean scores were no different on the posttest or retention test, response latency data Indicated that learning was better under the full-response feedback system.