Effect of Immediate Feedback on Math Achievement at the High School Level

Razzaq, Renah; Ostrow, Korinn; Heffernan, Neil T.

doi:10.1007/978-3-030-52240-7_48

Cited by 9 publications

(5 citation statements)

References 4 publications

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“…For instance, Barana et al ( 2018 ) shared the experience of a French course using a system named TutoratoOnline and emphasized the importance of the system's friendly interface, accessibility, personalization of online meetings and immediate evaluation and feedback to system success. 2 Razzaq et al ( 2020 ) found that students who used an ITS performed better than those who didn't use it. 19 Additionally, with the ongoing digitization of higher education, ITSs have been far more than just tools.…”

Section: Literature Reviewmentioning

confidence: 99%

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RETRACTED: Student acceptance of intelligent tutoring systems during COVID-19: The effect of political influence

Cao

Yang

Lai

et al. 2021

International Journal of Electrical Engineering & Education

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Under the circumstance of COVID-19, online education has become an inevitable choice and a mainstream form of education in various countries. Intelligent Tutoring Systems ( ITSs ) are a critical category of a carrier of online education which refers to using Artificial Intelligence Technology ( AIT ) to realize distance teaching and learning through integrating multiple resources, assist teachers to implement online classes and help students learn courses online, etc. The target of this study is to examine the determinants that explain college students’ adoption of ITSs based on TRA and TAM under the era of COVID-19 in China.. This study targets college students who have used ITSs over the previous year to learn courses. In total, 590 valid samples were collected. Partial least squares ( PLS ) approach is employed to inspect the determinants of college students’ acceptance of using ITSs. The results of the analysis indicate that perceived ease of use, perceived usefulness, subjective norm, college students’ attitude and political influence significantly affect college students’ behavioral intention towards using ITSs. In addition, perceived usefulness, perceived ease of use, and political influence also affect college students’ attitude toward using ITSs. And consisitent with previous research, perceived ease of use has a significant effects on perceived usefulness. This study enriches the TRA and TAM theories by incorporating a new variable political influence for researchers to consider in the future. In addition, it makes several suggestions for system developers to improve system functions regarding its ease of use and for content manufactures to pay attention to quality regarding usefulness. Recommendations are provided to colleges, universities and education authorities to rethink their roles in reforming online education through ITSs.

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Section: Literature Reviewmentioning

confidence: 99%

“…2 Razzaq et al ( 2020 ) found that students who used an ITS performed better than those who didn't use it. 19 Additionally, with the ongoing digitization of higher education, ITSs have been far more than just tools. Over the past few years, ITSs have made great achievements in educational sector.…”

Section: Literature Reviewmentioning

confidence: 99%

RETRACTED: Student acceptance of intelligent tutoring systems during COVID-19: The effect of political influence

Cao

Yang

Lai

et al. 2021

International Journal of Electrical Engineering & Education

View full text Add to dashboard Cite

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“…Delaying feedback can hinder reinforcing learning and correcting poor performance. 30,31 A feedback-loop approach has the elements of timely, continuous and bidirectional feedback. Using competencies to structure feedback helped identify trainees’ weaknesses, which enhanced a feedback-loop approach.…”

Section: Discussionmentioning

confidence: 99%

Perspectives on competency-based feedback for training non-specialists to deliver psychological interventions: multi-site qualitative study of the EQUIP competency-based approach

Elnasseh,

Mehta,

Manolova

et al. 2024

BJPsych open

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Background The use of feedback to address gaps and reinforce skills is a key component of successful competency-based mental health and psychosocial support intervention training approaches. Competency-based feedback during training and supervision for personnel delivering psychological interventions is vital for safe and effective care. Aims For non-specialists trained in low-resource settings, there is a lack of standardised feedback systems. This study explores perspectives on competency-based feedback, using structured role-plays that are featured on the Ensuring Quality in Psychosocial and Mental Health Care (EQUIP) platform developed by the World Health Organization and United Nations Children’s Fund. Method Qualitative data were collected from supervisors, trainers and trainees from multiple EQUIP training sites (Ethiopia, Kenya, Lebanon, Peru and Uganda), from 18 key informant interviews and five focus group discussions (N = 41 participants). Qualitative analysis was conducted in Dedoose, using a codebook with deductively and inductively developed themes. Results Four main themes demonstrated how a competency-based structure enhanced the feedback process: (a) competency-based feedback was personalised and goal-specific, (b) competency-based feedback supported a feedback loop, (c) competency-based feedback supported a comfortable and objective feedback environment, and (d) competency-based feedback created greater opportunities for flexibility in training and supervision. Conclusions A better understanding of the role of feedback supports the implementation of competency-based training that is systematic and effective for trainers and supervisors, which ultimately benefits the learning process for trainees.

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“…Another benefit that games can provide is the interactivity and quick responsiveness. A well-designed educational game can provide the learner with immediate feedback on how they interact with the game, which is beneficial for the learning experience [15]. Now the question arises: if they bring so many benefits, what prevents their frequent use in the classrooms?…”

Section: A Educational Gamesmentioning

confidence: 99%

Ideating and Developing a Visualization Dashboard to Support Teachers Using Educational Games in the Classroom

et al. 2021

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Technology has become an integral part of our everyday life, and its use in educational environments keeps growing. Additionally, video games are one of the most popular mediums across cultures and ages. There is ample evidence that supports the benefits of using games for learning and assessment, and educators are mainly supportive of using games in classrooms. However, we do not usually find educational games within the classroom activities. One of the main problems is that teachers report difficulties to actually know how their students are using the game so that they can analyze properly the effect of the activity and the interaction of students. To support teachers, educational games should incorporate learning analytics to transform data generated by students when playing useful information in a friendly and understandable way. For this work, we build upon Shadowspect, a 3D geometry puzzle game that has been used by teachers in a group of schools in the US. We use learning analytics techniques to generate a set of metrics implemented in a live dashboard that aims to facilitate that teachers can understand students' interaction with Shadowspect. We depict the multidisciplinary design process that we have followed to generate the metrics and the dashboard with great detail. Finally, we also provide uses cases that exemplify how teachers can use the dashboard to understand the global progress of their class and each of their students at an individual level, in order to intervene, adapt their classes and provide personalize feedback when appropriate.

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Effect of Immediate Feedback on Math Achievement at the High School Level

Cited by 9 publications

References 4 publications

RETRACTED: Student acceptance of intelligent tutoring systems during COVID-19: The effect of political influence

RETRACTED: Student acceptance of intelligent tutoring systems during COVID-19: The effect of political influence

Perspectives on competency-based feedback for training non-specialists to deliver psychological interventions: multi-site qualitative study of the EQUIP competency-based approach

Ideating and Developing a Visualization Dashboard to Support Teachers Using Educational Games in the Classroom

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