- Browse
Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
Visiting Washington, D.C.
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Facebook
X (Twitter)
When Does Feedback Help? The Impact of Human- Versus Computer-Generated Feedback on Mathematics Problem Solving
Sat, April 9, 8:15 to 9:45am, Convention Center, Floor: Level Two, Exhibit Hall DAbstract
Across two experiments, we examined the source of feedback and its impact on mathematics problem solving. Second- and third-grade children received instruction on a correct problem-solving strategy and then solved a set of relevant problems. Children received no feedback, immediate feedback, or summative feedback. In Experiment 1, feedback was provided verbally by a human tutor, and in Experiment 2, feedback was provided by the computer. In Experiment 1, feedback resulted in lower performance on a posttest compared to no feedback. However, in Experiment 2, feedback resulted in higher performance compared to no feedback. Immediate and summative feedback had similar effects. Results suggest that computer-generated feedback is more effective as it may provide a less evaluative source of information.