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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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“…research topic, there is clear evidence that digital feedback has similar or even better effects on student learning than traditional feedback (van der Kleij et al. 2015; Riedel and Kleppsch 2021; Cai et al. 2023) and that elaborated digital feedback is more effective than corrective feedback…”
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“The aim of moderation is to ensure that performance of students is not limited by campus facilities [14].”
Background
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“Regularly assessing learners' progress and collecting feedback, according to Van der Kleij et al. [37], allows English language teachers to gauge the effectiveness of their instructional strategies and make necessary adjustments.”
Background
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“…by educators as one of the most powerful and effective forms of assessment and instruction (Su, 2019, 2022; Hattie, 2012; Hyland & Hyland, 2001; Van der Kleij et al., 2015; Zhu & Carless, 2018), yet its effectiveness is largely dependent on the match between feedback characteristics and…”
Background
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“Further, response correctness alone has been shown to have weak effects on learning outcome measures (Van der Kleij et al. 2015).”
BackgroundInfluential
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“These results thus lend support to previous research indicating immediate, elaborated feedback that includes information on what to do next is effective (e.g., Brooks et al. , 2019; Wisniewski et al. , 2020), especially for higher-order tasks (Van der Kleij et al. , 2015).”
Influential
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“Only providing KR feedback is the least effective method as the learner is provided no information on how to improve, though research shows KCR is only slightly more effective [16] [24].”
Method
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“Factors such as the learning environment and student age affect feedback effectiveness (e.g., Tunstall & Gipps, 1996; van der Kleij et al., 2015).”
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“Explanatory feedback has a more signi ﬁ cant effect on learning outcomes than corrective feedback, as a meta-analysis shows 166 .”
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Immediate text-based feedback timing on foreign language online assignments: How immediate should immediate feedback be?
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Video podcast and illustrated text feedback in a web‐based formative assessment environment
Letón, E., Molanes‐López, E. M., Luque, M., & Conejo, R. (2017) · Computer Applications in Engineering Education · doi:10.1002/cae.21869 · Cited by 9
“[37,52,53]), where we first have compared KCRwith KCR + video podcast and then KCR+ video podcast with KCR+ equivalent illustrated text.”
BackgroundMethod
The effects of feedback on the gender differences in the performance in a chronometric mental-rotation test
Rahe, M., Ruthsatz, V., Schürmann, L., & Quaiser-Pohl, C. M. (2019) · Journal of Cognitive Psychology · doi:10.1080/20445911.2019.1621872 · Cited by 9
Effects of Feedback Types and Opportunities to Change Answers on Achievement and Ability to Solve Physics Problems
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Learning from error episodes in dialogue-videos: The influence of prior knowledge
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Formative Assessment and Feedback Using Information Technology
der Kleij, F. M. V., & Adie, L. E. (2018) · Springer international handbooks of education · doi:10.1007/978-3-319-71054-9_38 · Cited by 9

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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