Scenario-based E-learning and Feedback Type Effects on Learning and Motivation

• In Event: Designing for metacognitive outcomes

Short Description

This study examined the effect of scenario-based e-learning and two feedback types, intrinsic and elaborative, on learning outcomes and learner motivation for a specific procedure within the medical laboratory science field. Two levels of each variable were administered across four groups with randomly assigned participants. The results will add to SBeL research to determine under which circumstances, for which outcomes, and for what learners SBeL is most effective and which feedback type is most effective.

Authors

• Presenter: Sacha Johnson, Idaho State University

• Presenter: David Coffland, Idaho State University