Learner-Centered Processes in Feedback Across Contexts

• In Event: Using Multimodal Trace Data to Support Learners Across Tasks and Contexts

Abstract

Objectives and Theoretical Framework. There is growing appreciation that the efficacy of feedback across all levels of schooling may depend upon how learners make sense of and use feedback as a means to improve their performance, enhance learning, regulate affect, or hone psychosocial skills (Winstone et al., 2017; Lipnevich & Smith, 2022). However, despite growth in empirical research in this area, the mechanisms of feedback uptake remain largely unknown. In this presentation we will attempt to bridge this chasm by reporting the most cutting-edge research that discusses effective processing of feedback, conducted by members of the EARLI Emerging Field Group https://www.feedbackefg.com.
The key aim of our EFG is to design innovative studies examining affective, cognitive, and behavioral processing of feedback using a variety of methodological approaches. The studies that were conducted by our group members employed a number of methodological approaches, and we will highlight some them, describing their unique contributions to our understanding of feedback processing.
We will describe studies that involved online process measures of eye tracking, thinking aloud, keystroke logging, and text analyses to paint a comprehensive picture of when and why students read and use feedback for revision. We will also share results of investigations that explored cognitive biases via experimental manipulation of various types of feedback presentation. Studies that included experimental concept formation tasks in order to investigate the impact of combining internal and external feedback on performance as well as on strategy choice and motivation will also be presented. Large-scale longitudinal studies as well as controlled lab-based experiments will all be shared in an attempt to share outcomes and processes of our program of feedback exploration. We will also report some of our synthetic work, discussing our attempts to aggregate findings of multiple studies.
Scientific Significance. New understanding of the mechanisms via which feedback facilitates learning can lead to societal as well as scientific impact, by informing the design of feedback processes that maximize outcomes for learners. In this presentation we will cover innovative way to study these mechanisms and offer potential avenues for future research.

Authors

• Anastasiya A. Lipnevich, Queens College - CUNY
  Presenting Author

• Naomi Winstone, University of Surrey
  Non-Presenting Author