Abstract
Feedback is a powerful instructional tool. However, even after decades of thorough studies, some questions regarding feedback remain unanswered. In particular, it is yet to be determined whether feedback elaboration is indeed helpful to students. In the study presented here, we take a learning analytics approach to investigate the effect of different types of task-level, computer-based feedback in a popular online learning environment for Mathematics (Khan Academy). Specifically, we run a set of randomized controlled experiments on a large scale—with a total of over 26,000 participants—to study the interplay between feedback type (simple vs. two types of elaboration), the time to re-submit an answer after receiving feedback on incorrect submission to current question (referred to as feedback latency), and success on current and subsequent questions...
| Original language | English |
|---|---|
| Title of host publication | Proceedings of E-Learn |
| Subtitle of host publication | World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2019 |
| Editors | Saul Carliner |
| Place of Publication | San Diego |
| Pages | 86-97 |
| Number of pages | 12 |
| ISBN (Electronic) | 9781939797452 |
| State | Published - 1 Nov 2019 |
| Event | E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education - New Orleans, Louisiana, United States Duration: 4 Nov 2019 → 7 Nov 2019 |
Conference
| Conference | E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education |
|---|---|
| Country/Territory | United States |
| City | New Orleans, Louisiana |
| Period | 4/11/19 → 7/11/19 |