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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
Language: English
Authors: Ute Mertens (ORCID 0000-0002-6673-3528), Marlit A. Lindner (ORCID 0000-0002-6277-1543)
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
FullText Text:
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  Data: Computer-Based Answer-Until-Correct and Elaborated Feedback: Effects on Affective-Motivational and Performance Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Ute+Mertens%22">Ute Mertens</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6673-3528">0000-0002-6673-3528</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marlit+A%2E+Lindner%22">Marlit A. Lindner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6277-1543">0000-0002-6277-1543</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(2).
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  Data: 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
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Automation%22">Automation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Reaction%22">Student Reaction</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1111/jcal.13112
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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      – SubjectFull: Educational Assessment
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      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Automation
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