The Effect of Feedback on Learning in Technology-Rich Learning Environments: A Three-Level Meta-Analysis

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Technology, Instruction, Cognition and Learning SIG Poster Session 2

Abstract

This study aimed to investigate the effect of feedback on students' academic performance in a technology-rich environment through two research conditions: (a) feedback versus non-feedback condition and (b) differences among different types of feedback. Based on 180 effect sizes extracted from 61 studies, we found that feedback had a moderate effect on students’ academic performance, and the effect of explanation feedback was the strongest compared to other types of feedback. The study further revealed that feedback in the blended learning environment is more effective than that in the online learning. Moreover, there was an interaction between feedback time and learning outcomes, feedback form and learning outcomes. Finally, the possible explanations for these findings and the implications were discussed.

Authors

• Yang Gui

• Zhihui Cai, Central China Normal University

• Peipei Mao, Central China Normal University

• Zhikeng Wang