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Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes: A Meta-Analysis

Van der Kleij, Fabienne M., Feskens, Remco C. W., Eggen, Theo J. H. M.·2015·Review of Educational Research

DOI 10.3102/0034654314564881

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Abstract

In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct answer (KCR; 0.32). EF was particularly more effective than KR and KCR for higher order learning outcomes. Effect sizes were positively affected by EF feedback, and larger effect sizes were found for mathematics compared with social sciences, science, and languages. Effect sizes were negatively affected by delayed feedback timing and by primary and high school. Although the results suggested that immediate feedback was more effective for lower order learning than delayed feedback and vice versa, no significant interaction was found.

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Method
The more, the better? Learning with feedback and instruction
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Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence
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“Responsive feedback that temporally and semantically continues the conversation is fundamental for promoting children’s learning [50].”
Background
Feedback in mathematics education research: a systematic literature review
Söderström, S., & Palm, T. (2024) · Research in Mathematics Education · doi:10.1080/14794802.2024.2401488 · Cited by 31
“In their meta-analysis of the effects of feedback on student achievement across several subjects, Van der Kleij et al. (2015) showed that feedback on the self-regulation level is particularly effective for enhancing student achievement.”
Influential
The Effect of Structured Feedback on Performance: the Role of Attitude and Perceived Usefulness
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Detecting patterns of engagement in a digital cognitive skills training game
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A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics
Kinnear, G., Jones, I., Sangwin, C., Alarfaj, M. O., Davies, B., Fearn, S., Foster, C. F., Heck, A., Henderson, K. L., Hunt, T., et al. (2022) · International Journal of Research in Undergraduate Mathematics Education · doi:10.1007/s40753-022-00189-6 · Cited by 22
“…of different approaches to feedback in e-assessment observed that elaborated feedback existed on a “continuum ranging from very subtle to highly specific guidance” (Van der Kleij et al., 2015, p. 497), and noted that more research was needed to investigate the most effective approaches.”
Longitudinal effect of a technology-enhanced learning environment on sixth-grade students’ science learning: the role of reflection
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Accuracy feedback improves word learning from context: evidence from a meaning-generation task
Frishkoff, G. A., Collins‐Thompson, K., Hodges, L. E., & Crossley, S. A. (2016) · Reading and Writing · doi:10.1007/s11145-015-9615-7 · Cited by 19
“Van der Kleij et al. (2015) compared effects of accuracy feedback (vs. a nofeedback control) across 8 studies.”
BackgroundResultInfluential
This is easy, you can do it! Feedback during mathematics problem solving is more beneficial when students expect to succeed
Fyfe, E. R., & Brown, S. A. (2020) · Instructional Science · doi:10.1007/s11251-019-09501-5 · Cited by 27
PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback
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“The benefit of feedback pertains to myriad educational levels, subjects (including psychology, see Schwieren et al., 2017), feedback timing (immediate vs. delayed), and task materials (e.g., simple vs. complex; e.g., Van der Kleij et al., 2015).”
Background
Students’ and teachers’ perceptions of self-assessment and teacher feedback in foreign language teaching in general upper secondary education – A case study in Finland
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“Van Der Kleij et al. (2015) found that elaborated feedback had a positive impact on student learning and engagement.”
Examining pre-service teachers’ feedback on low- and high-quality written assignments
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“However, it is not uncommon for studies to show non-significant, or even negative, effects on students’ outcomes (e.g., van der Kleij et al., 2015).”
The influence of science reading comprehension on South African township learners’ learning of science
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Warm elaborated feedback. Exploring its benefits on post-feedback behaviour
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“An EF message is especially useful when the task involves complex or high-level content (Van der Kleij et al., 2015) and when learners carefully process the feedback information (Bangert-Drowns et al., 1991).”
E-learning with multiple-try-feedback: Can hints foster students’ achievement during the semester?
Schwerter, J., Wortha, F., & Gerjets, P. H. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10105-z · Cited by 20
“A recent review has shown that the findings are consistent with previous research on feedback in other educational environments (Van der Kleij et al., 2015).”
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“Similarly, immediate and accurate feedback, especially elaborated feedback, provides opportunities to correct errors and promote learning (e.g., Van der Kleij et al. 2015).”
Background
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Is more detailed feedback better for problem-solving?
Cáceres, M., Nussbaum, M., González, F., & Gardulski, V. (2019) · Interactive Learning Environments · doi:10.1080/10494820.2019.1619595 · Cited by 17
“In particular, the present study aims to compare the impact on learning in problemsolving between a system of Elaborated Feedback and a system based on Knowledge of Results, two types of feedback that provide very different levels of guidance (Van der Kleij et al., 2015).”
Background
Formative online multiple-choice tests in nurse education: An integrative review
Say, R., Visentin, D. C., Cummings, E. A., Carr, A. R., & King, C. (2021) · Nurse Education in Practice · doi:10.1016/j.nepr.2021.103262 · Cited by 19
Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter?
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Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback?
Máñez, I., Skrobiszewska, N., Tomás, A. D., Cantero, M. J., Cerdán, R., García, Ó. F., & García‐Ros, R. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12993 · Cited by 19
Enhancing peer feedback provision through user interface scaffolding: A comparative examination of scripting and self-monitoring techniques
Lahza, H. F., Demartini, G., Noroozi, O., Gašević, D., Sadiq, S., & Khosravi, H. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105260 · Cited by 16

Authors: Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M.
Affiliations: Cito Institute for Educational Measurement and University of Twente
Cito Institute for Educational Measurement
University of Twente (NL)
ORCID: Feskens, Remco C. W.
Eggen, Theo J. H. M.
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 2015-12
Volume: 85
Issue: 4
Pages: 475-511
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/0034654314564881
OpenAlex: W2110661236
Cited by: 714
References: 76
Citations by year: 2026: 91 · 2025: 96 · 2024: 89 · 2023: 73 · 2022: 71 · 2021: 74 · 2020: 64 · 2019: 61 · 2018: 39 · 2017: 31 · 2016: 19 · 2015: 4
FWCI: 155.08
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Review of Educational Research (publishedVersion)
University of Twente Research Information (publishedVersion)
University of Twente Research Information (submittedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: elaborated feedback, computer-assisted instruction, learning outcomes, feedback timing, immediate feedback, delayed feedback, higher-order learning, mathematics learning

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Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes: A Meta-Analysis

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