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Cited by 308Intelligent Tutoring Systems and Adaptive LearningStudent Assessment and FeedbackVisual and Cognitive Learning Processes

The DOI matches its Crossref record; 44 of the 45 references it cites were found in a registry or an index.

A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction

Azevedo, Roger, Bernard, Robert M.·1995·Journal of Educational Computing Research
DOI 10.2190/9lmd-3u28-3a0g-ftqt
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Abstract

A quantitative research synthesis (meta-analysis) was conducted on the literature concerning the effects of feedback on learning from computer-based instruction (CBI). Despite the widespread acceptance of feedback in computerized instruction, empirical support for particular types of feedback information has been inconsistent and contradictory. Effect size calculations from twenty-two studies involving the administration of immediate achievement posttests resulted in a weighted mean effect size of .80. Also, a mean weighted effect size of .35 was obtained from nine studies involving delayed posttest administration. Feedback effects on learning and retention were found to vary with CBI typology, format of unit content and access to supplemental materials. Results indicate that the diagnostic and prescriptive management strategies of computer-based adaptive instructional systems provide the most effective feedback. The implementation of effective feedback in computerized instruction involves the computer's ability to verify the correctness of the learner's answer and the underlying causes of error.

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44 of 44 references verified0 citation errors · 0 not checkable

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Citations

Cites

Research works printed but not linked: 14

  1. Glaser R., 1973, Second Handbook on Research on Teaching
  2. Cohen J., 1969, Statistical Power Analysis for the Behavioral Analysis
  3. 10.3102/00028312019004559 · DOI
  4. Schimmel B. J., 1983, A Meta-Analysis of Feedback to Learners in Computerized and Programmed Instruction
  5. 10.2307/1174772 · DOI · Paper page
  6. Hunter J. E., 1990, Methods of Meta-Analysis: Correcting Error Bias in Research Findings
  7. Bernard R. M., 1990, Canadian Journal of Educational Communication, 19, 171
  8. Chanond K., 1988, The Effects of Feedback, Correctness of Response and Response Confidence on Learner's Retention in Computer-assisted Instruction
  9. Gaynor P., 1981, Journal of Computer-Based Instruction, 8, 28
  10. Roper W. J., 1977, Programmed Learning and Educational Technology, 4, 44
  11. Armour-Thomas E., 1987, The Motivational Effects of Types of Feedback on Children's Learning Concepts and Retention of Relational Concepts
  12. Elliot B. A., 1986, An Investigation of the Effects of Computer Feedback and Interspersed Questions on the Text Comprehension of Poor Readers
  13. Moore J. D., 1993, Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society, 131
  14. Graesser A. C., 1993, Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society, 126

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Metadata

Authors
Azevedo, R., & Bernard, R. M.
Affiliations
  • McGill University (CA)
  • Concordia University (CA)
ORCID
Venue
Journal of Educational Computing Research
Publisher
SAGE Publications
Published
1995-09
Volume
13
Issue
2
Pages
111-127
ISSN
  • 0735-6331 (ISSN-L)
  • 1541-4140
DOI
10.2190/9lmd-3u28-3a0g-ftqt
OpenAlex
W2107946292
Cited by
308
References
45
Citations by year
2026: 8 · 2025: 7 · 2024: 12 · 2023: 13 · 2022: 12 · 2021: 20 · 2020: 22 · 2019: 14 · 2018: 10 · 2017: 17 · 2016: 20 · 2015: 17 · 2014: 16 · 2013: 11 · 2012: 11
FWCI
0.87
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Journal of Educational Computing Research (publishedVersion)
Topics
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
feedback, computer-assisted instruction, learning outcomes, retention, adaptive instructional systems, diagnostic feedback, error analysis, effect size

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