The effect of feedback on learners' certainty of response and attitude toward instruction in a computer—assisted instruction program for teaching science concepts

Gilman, David Alan

doi:10.1002/tea.3660060212

Cited by 8 publications

(5 citation statements)

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“…This study does not support the conclusion of Gilman (1969), who found that Ss receiving feedback guiding them to the correct response performed better than those who were forced to discover the correct response. However, this study does support Gilman's finding that Ss attitude toward CAI are independent of the type of feedback they receive.…”

Section: Discussioncontrasting

confidence: 99%

“…Brown (1967) has listed the following feedback options: (1) no feedback (A); (2) "wrong" if response is incorrect (B); (3) "correct" if response is correct (B); (4) statement containing the correct response (C); (5) statement of why the response is correct (D); (6) statement of why the response is incorrect (D); (7) repeat question if response is incorrect; (8) repeat all questions missed until all questions are answered correctly. Corresponding feedback options have been listed by Gilman (1969) as (A) no feedback; (B) knowledge of results; (C) knowledge of correct response; (D) response contingent, and (E) combination of knowledge of results, knowledge of correct response, and response contingent feedback. Gilman (1969) investigated the effects of these types of feedback on the rate of learning, retention, and students' attitudes toward instruction in a CAI program for teaching science concepts.…”

mentioning

confidence: 99%

“…Corresponding feedback options have been listed by Gilman (1969) as (A) no feedback; (B) knowledge of results; (C) knowledge of correct response; (D) response contingent, and (E) combination of knowledge of results, knowledge of correct response, and response contingent feedback. Gilman (1969) investigated the effects of these types of feedback on the rate of learning, retention, and students' attitudes toward instruction in a CAI program for teaching science concepts. The results of this study indicated conclusive evidence that Ss who received feedback types C, D, and E guiding them to the correct response were learning more effectively and performed better than those who were forced (A and B) to "discover" the correct response.…”

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confidence: 99%

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Factors affecting students' attitudes and achievement in an astronomy computer‐assisted instruction program

Wooley

1978

J Res Sci Teach

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Section: Discussioncontrasting

confidence: 99%

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confidence: 99%

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confidence: 99%

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Factors affecting students' attitudes and achievement in an astronomy computer‐assisted instruction program

Wooley

1978

J Res Sci Teach

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“…Studies of instructional elaboration have tried just about everything, from explaining the correct answer (Gilman, 1969a(Gilman, , 1969b, supplying solution rules (Lee, 1985;Merrill, 1987), writing instruction on homework errors (Cardelle and Corno, 1981;Elawar and Corno, 1985), to a re-presentation of the original instruction (Kulhavy et al, 1976;Peeck, 1979). Again, about half of the experiments show no effect for instructional elaboration, and even large scale additions to the feedback message often fail to influence R3 performance (e.g., Kulhavy et al, 1985).…”

Section: Research On Feedback Elaborationmentioning

confidence: 96%

Feedback in written instruction: The place of response certitude

1989

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This paper reviews written feedback from an information-processing perspective. The first section discusses the question of feedback as a reinforcer, and describes the feedback paradigm used as a conceptual guide for the following sections. In the second section we evaluate research on the form and content o f feedback. In the last section, a model is developed that applies concepts from servocontrol theory to the feedback sequence. Finally, we report three experiments which support the major predictions of the control model.KEY WORDS: feedback; instruction; learning; cognition. I N T R O D U C T I O NThis paper is about postresponse feedback and how it works to promote learning from written instruction. We are concerned primarily with treating feedback as a unit of information. Hence, the bulk of our discussion is framed in terms familiar to those who study information processing and its cognitive manifestations. We try to overlap as little as possible with previous reviews covering the older literature, or dealing with specific topics such as the timing of feedback presentations (e.g., Kulhavy, 1977;Kulik and Kulik, 1988).There are three objectives we hope to accomplish in this review. First, we briefly discuss the "feedback as reinforcement" position, and introduce the standard paradigm for feedback research that we use as a conceptual guide for the remainder of the paper. The next step is to evaluate studies qnstructional Science Research Facility, Payne HaI1-FPE 0611, Arizona State University, Tempe, Arizona 85287-0611. 2To whom all correspondence should be addressed. 280Kulhavy and Stock which have treated feedback within the context of information processing, and look closely at explanations stressing the informational value of the feedback itself. In this second section we also provide a classification of feedback formats into categories that should be useful for directing future research.The final sections of the paper are concerned with developing and testing a model of how feedback interacts with the learner's knowledge state to produce changes in criterion performance. We use the term "model" in the same sense as Anderson (1983), to reflect the way that a particular theory is applied to a specific problem domain. In the current case, we use concepts from the theory of servocontrol to construct a model of the standard feedback paradigm, and to generate and test various predictions concerning the accuracy of the model. REINFORCEMENT AND THE FEEDBACK PARADIGMOur thinking about instructional feedback has matured considerably over the past 20 years. In the late 1960s, the dominant position on feedback held that the postresponse information itself acted as a type of "reinforcer," functioning to increase the probability of a correct response occurring at some later point in time. This strong position developed from the association of feedback and operant psychology through the medium of the teaching machine (cf., Skinner, 1968). There were, of course, those who questioned the wisdom of treating the writing ...

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“…These investigations mainly deal with the effectiveness of CALL vs. traditional face-to-face teaching, and the attitudes of students towards technology in the language classroom. Some studies carried out in the 1960s and 1970s, such as Barrutia (1964and 1970), or Gilman (1969, already showed a tendency to study the effectiveness of a certain CALL application in language teaching. This was also one of the main foci in the 1990s and in more recent years, as we can see in Blake (2000), Cahill and Catanzaro (1997), Chun (1994), Chun and Plass (1996), Davis and Lyman-Hager (1997), Derwing, Munro, and Carbonaro (2000), clac 57/2014, 3-44 bilbatua and herrero de haro: attitudes 9 González-Edfelt (1990), González-Bueno (2000), Grace (2000Grace ( ), kasper (2000, Lam (2000), Nagata (1996Nagata ( , 1997Nagata ( , 1998Nagata ( , 1999, Osuna (2000), and Van Handle and Corl (1999), and more recently, in Aydin and Genç (2011), in Heift and Schulze (2012: 28), and Wang and Vásquez (2012).…”

Section: Review Of Literaturementioning

confidence: 99%

Teachers' attitudes towards Computer-Assisted Language Learning in Australia and Spain

Bilbatua

Haro

2014

Círculo De Lingüística Aplicada a La Comunicación

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The effect of feedback on learners' certainty of response and attitude toward instruction in a computer—assisted instruction program for teaching science concepts

Cited by 8 publications

References 15 publications

Factors affecting students' attitudes and achievement in an astronomy computer‐assisted instruction program

Factors affecting students' attitudes and achievement in an astronomy computer‐assisted instruction program

Feedback in written instruction: The place of response certitude

Teachers' attitudes towards Computer-Assisted Language Learning in Australia and Spain

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