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

Fabienne M. van der Kleij, Remco C.W. Feskens, Theo J.H.M. Eggen

Research output: Contribution to journalArticleAcademicpeer-review

452 Citations (Scopus)
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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.
Original languageEnglish
Pages (from-to)475-511
Number of pages37
JournalReview of educational research
Volume85
Issue number4
Early online date1 Dec 2015
DOIs
Publication statusPublished - Dec 2015

Keywords

  • Feedback
  • Computers
  • Learning
  • Meta-analysis
  • n/a OA procedure

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