Computer-Based Answer-Until-Correct and Elaborated Feedback: Effects on Affective-Motivational and Performance Outcomes
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| Title: | Computer-Based Answer-Until-Correct and Elaborated Feedback: Effects on Affective-Motivational and Performance Outcomes |
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| Language: | English |
| Authors: | Ute Mertens (ORCID |
| Source: | Journal of Computer Assisted Learning. 2025 41(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Assessment, Computer Assisted Testing, Automation, Feedback (Response), Student Reaction, Psychological Patterns, Student Evaluation, College Students, Multiple Choice Tests, Test Items, Performance, Recall (Psychology), Pretests Posttests, Emotional Response |
| DOI: | 10.1111/jcal.13112 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Educational assessments increasingly shift towards computer-based formats. Many studies have explored how different types of automated feedback affect learning. However, few studies have investigated how digital performance feedback affects test takers' ratings of affective-motivational reactions during a testing session. Method: In this within-subject experiment, 97 university students completed a multiple-choice treatment test including 36 challenging fact-based science tasks (biology, chemistry, and physics). The test items were presented with different types of computer-based feedback (i.e., "elaborated feedback" [EF] and multiple-try feedback, i.e., "Answer-Until-Correct" [AUC]) and compared to a no-feedback control condition. Outcome measures were students' self-reported affective-motivational responses and their performance in the treatment and in a recall posttest. Results: Feedback positively affected performance. EF enhanced students' recall performance in a posttest more than AUC feedback. Yet, error correction, as measured by the number of corrected responses in the posttest, did not differ between the two feedback conditions. Regarding affective-motivational outcomes, both EF and AUC feedback affected students similarly and were more beneficial than no feedback. This effect was further moderated by the item-level response correctness. Following correct responses, the affective-motivational impact of feedback was substantial and positive. In contrast to earlier findings, automated feedback did not have detrimental affective-motivational effects after incorrect responses. Although the emotional benefit of AUC and EF feedback was reduced after incorrect responses, students' affect remained more positive compared to when they received no feedback. Conclusion: Feedback effects on emotions and motivation varied by feedback type and the correctness of test-takers' responses. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464455 |
| Database: | ERIC |
| Abstract: | Background: Educational assessments increasingly shift towards computer-based formats. Many studies have explored how different types of automated feedback affect learning. However, few studies have investigated how digital performance feedback affects test takers' ratings of affective-motivational reactions during a testing session. Method: In this within-subject experiment, 97 university students completed a multiple-choice treatment test including 36 challenging fact-based science tasks (biology, chemistry, and physics). The test items were presented with different types of computer-based feedback (i.e., "elaborated feedback" [EF] and multiple-try feedback, i.e., "Answer-Until-Correct" [AUC]) and compared to a no-feedback control condition. Outcome measures were students' self-reported affective-motivational responses and their performance in the treatment and in a recall posttest. Results: Feedback positively affected performance. EF enhanced students' recall performance in a posttest more than AUC feedback. Yet, error correction, as measured by the number of corrected responses in the posttest, did not differ between the two feedback conditions. Regarding affective-motivational outcomes, both EF and AUC feedback affected students similarly and were more beneficial than no feedback. This effect was further moderated by the item-level response correctness. Following correct responses, the affective-motivational impact of feedback was substantial and positive. In contrast to earlier findings, automated feedback did not have detrimental affective-motivational effects after incorrect responses. Although the emotional benefit of AUC and EF feedback was reduced after incorrect responses, students' affect remained more positive compared to when they received no feedback. Conclusion: Feedback effects on emotions and motivation varied by feedback type and the correctness of test-takers' responses. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1111/jcal.13112 |
