Performance-Dependent Effects of Computer-Based Feedback on Students' Emotions: The Role of Feedback Content Complexity

• In Event: Student Experiences With Classroom Assessment

Abstract

Computer-based feedback is known to cognitively benefit students. Yet, tentative evidence suggests that corrective feedback messages may harm students’ test-taking emotions. To find ways to provide emotionally beneficial corrective feedback, our experiment compared a no-feedback control group with three groups that either received Knowledge of Results (KR), Knowledge of Correct Response (KCR), or Elaborated Feedback (EF) after incorrect responses. As expected, the confirmative feedback enhanced students’ emotions after correct responses, but feedback was emotionally detrimental after incorrect responses. However, compared to KR feedback, both KCR and EF stabilized students’ emotions after incorrect responses and especially EF enhanced students’ task-related perceived usefulness. Thus, revealing the correct answer after incorrect responses seems to mitigate the affective risk of error notifications.

Authors

• Livia Kuklick, IPN - Leibniz Institute for Science and Mathematics Education
  Presenting Author

• Marlit Annalena Lindner, IWM - Leibniz Institut für Wissensmedien
  Non-Presenting Author