Effects of Computer-Based Knowledge of Correct Response and Answer-Until-Correct Feedback on Affective-Motivational Outcomes: More Commonalities Than Differences? (Poster 40)

• In Event: AERA Poster Session Eight
  In Poster Session: Cognitive and Motivational Processes: Poster Session Two

Abstract

Computer-based feedback is on the rise in educational assessments. While the impact of feedback on learning received much attention in research, studies that investigate the effects of different feedback types on the affective-motivational state of test-takers are rare. In this experiment, we compared a no feedback control condition with Knowledge of Correct Response (KCR) and Answer-Until-Correct (AUC) feedback regarding students’ achievement emotions (enjoyment, pride, anger, frustration) and motivation (perceived knowledge acquisition, utility value, perceived cost) across the test. Both KCR and AUC feedback had a positive impact on students’ achievement emotions and motivation compared to no feedback, while the effects were moderated by students’ item-level performance. Interestingly, none of the two feedback formats showed a clear superiority regarding affective-motivational outcomes.

Authors

• Ute Mertens, Leibniz Institute for Science and Mathematics Education
  Presenting Author

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