Cited by 715Student Assessment and FeedbackIntelligent Tutoring Systems and Adaptive LearningInnovative Teaching and Learning Methods

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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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“Beispielsweise zeigen Studien immer wieder, dass gerade in computergestützten Lernumgebungen Feedback leicht ignoriert wird (Timmers und Veldkamp 2011) und die Feedbacknutzung stark individuell variieren kann (Van der Kleij et al. 2015).”
Background
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Rendón, P. A. O., Restrepo, L. A. M., & Alemán, J. L. M. (2020) · Simulation & Gaming · doi:10.1177/1046878120925854 · Cited by 2
“Likewise, when students receive feedback, their knowledge increases, because they can compare their initial response to the feedback they receive (Van der Kleij et al., 2015).”
Background
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Does Practice Make Perfect?
Clark, R. C., & Mayer, R. E. (2016) · doi:10.1002/9781119239086.ch13 · Cited by 2
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Paterson, H., & McAleer, P. (2022) · Open Scholarship of Teaching and Learning · doi:10.56230/osotl.42 · Cited by 1
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“A study by Van der Kleij, Feskens, and Eggen [33] revealed that much research exists on elaborated feedback combined with KR or KCR in computer-based environments.”
Result
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“…if needed, only then modeling, Clements, 1987; Kramarski & Weiss, 2007; Sarama & Clements, 2020a); • specific and informative (Sarama & Clements, 2020b; Van der Kleij et al., 2015); • immediate (as appropriate, children often build or problem solve for periods before any evaluation, as…”
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Brown, M., & Ma, R. (2025) · Journal of Modern Social Sciences · doi:10.71113/jmss.v2i1.157 · Cited by 6
Enhancing Feedback-Seeking Strategies Among Nursing Students: A Targeted Educational Intervention
Martens, S. A., Sparks, J., Davison, S., & Lypova, N. (2025) · Journal of Nursing Education · doi:10.3928/01484834-20250415-03 · Cited by 1
It Depends on Who I Am! Self‐Construals, Attention to Comparative Feedback, and Self‐Assessments of Performance
Powell, K. S., Rentzelas, P., & Kambouri, M. A. (2025) · Journal of Applied Social Psychology · doi:10.1111/jasp.70015 · Cited by 1
Effects of Feedback Types and Modalities on University Students’ Online Test Performance: An fNIRS-Based Study
Wu, X., Ma, J., Shen, Y., Feng, J., Ma, S., & Li, W. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2565388 · Cited by 1
“The informative feedback groups outperformed the confirmatory feedback groups in terms of learning achievement, consistent with previous studies by Van der Kleij et al. (2015) and Jordan (2012).”
Effects of item-based feedback in Computer-Based Learning environments on autonomous motivation: a systematic review
Lorenz, T., de Bruin, A. B. H., & Crutzen, R. (2025) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2025.100818 · Cited by 1
Design Characteristics for Discovery Learning within Digital Mathematics Learning Environments from Students’ Perspectives
Weinhandl, R., Baldinger, S., & Riegler, V. (2025) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-025-10619-x · Cited by 9
“Therefore, the general tendency that EF is generally the more helpful form of feedback compared to KR and KCR (Van der Kleij et al., 2015) cannot be confirmed by our study.”
Influential
From belief to evidence: simpler immediate feedback improves language learning and confidence in semi-open-ended questions
Lu, X., Yang, Q., Wei, J. J., & Heffernan, N. T. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1654809 · Cited by 4

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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