Adaptive formative feedback to improve strategic search decisions in task-oriented reading

This study analyses the effectiveness of adaptive formative feedback to boost strategic search decisions and performance when students are asked to answer a set of questions in a task‐oriented reading situation. We compared automatic feedback that included information about the right answer with fee...

Full description

Saved in:
Bibliographic Details
Published in:Journal of computer assisted learning 2014-06, Vol.30 (3), p.233-251
Main Authors: Llorens, A.C., Cerdán, R., Vidal-Abarca, E.
Format: Article
Language:English
Subjects:
Advertising. Marketing. Consume behavior
Applied psychology
Biological and medical sciences
CAI
comprehension
Computer assisted instruction
computer-based feedback
Decisions
Feedback
formative feedback
Fundamental and applied biological sciences. Psychology
High School Students
Joints
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading comprehension
Reading Skills
Searching
specific feedback information
strategic search decisions
Students
task-oriented reading
Texts
Training
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study analyses the effectiveness of adaptive formative feedback to boost strategic search decisions and performance when students are asked to answer a set of questions in a task‐oriented reading situation. We compared automatic feedback that included information about the right answer with feedback that also included the connection between the students' strategic search decisions and their performance. Ninety‐two high school students read two non‐continuous texts. They received feedback during a training phase, and then they read and also received feedback with a similar text in a final phase. Text and questions were presented using a new computer‐based technology that provided automatic adaptive feedback depending on the experimental condition: right‐answer feedback, strategic‐search‐decisions feedback and placebo feedback. We found that strategic‐search‐decisions feedback improved strategic decisions over right‐answer and placebo feedback in the final text, which in turn improved question‐answering performance. Some positive effects were also found during training. These results open new possibilities to adaptive automatic procedures to teach task‐oriented reading skills to students.
ISSN:0266-4909
1365-2729
DOI:10.1111/jcal.12050