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Beyond Self-Report Measures: Unlocking Insights Into Cognitive and Affective Feedback Processes With Multimodal Data Sources
Fri, April 25, 1:30 to 3:00pm MDT (1:30 to 3:00pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 103Session Type: Symposium
Abstract
To untangle the complex processing of automated feedback, this international symposium with researchers from seven institutions in the US and Germany explores the potential of multimodal data sources in advancing technology-driven feedback research. Two eye-tracking contributions analyze gaze patterns of undergraduates in response to neutral/emotional video-based feedback (study1) and of 6th graders in response to feedback without/with grades (study2). Two further emotion detection contributions investigate the affective processing of tasks with feedback in elementary school children solving math problems (study3) and in undergraduates solving geometry tasks (study4). By presenting feasible process measurement strategies for technology-enhanced learning, this session is a valuable forum for scholarly discussion. Attendees will gain insights into how process measures can enhance our understanding of effective feedback.
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Papers
The Impact of the Affective Features of Feedback Providers on Multimedia Learning: An Eye-Tracking Study - Fangzheng Zhao, University of California - Santa Barbara; Richard E. Mayer, University of California - Santa Barbara
Effects of Grading on Student Feedback Processing and Emotions: An Eye-Tracking Study - David F. Sachs, Ludwig Maximilian University of Munich; Anne C. Frenzel, University of Munich; Ligia Tomazin, Graduate Center - CUNY; Miriam Wünsch, University of Munich; Anastasiya A. Lipnevich, City University of New York
Using Facial Expressions, Vocalizations, and Postures to Characterize Children’s Emotional Responses to Corrective Feedback - Emily R. Fyfe, Indiana University; Megan Merrick, Indiana University
Students’ Affective Processing of Computer-Based Assessments With Feedback - Livia Kuklick, Humboldt University - Berlin; Thérése Eder, Leibniz-Institut für Wissensmedien (IWM); Fangzheng Zhao, University of California - Santa Barbara; Richard E. Mayer, University of California - Santa Barbara; Marlit Annalena Lindner, IPN - Leibniz Institute for Science and Mathematics Education