The Effect Of Feedback On Facilitation Of Learning And Metacognitive Awareness

Educators often want that the students prefer and use effective learning strategy helping learning performance the most.The learning strategies students select vary based on their subjective preferences or perceptions and their recent experiences with that strategy.When students take the test with practice,some factors that come from experience during practice(i.e.,failed test,initial mistake or initial wrong answers)influence the students’ judgment on upcoming tests or performance.According to these factors,learners’ judgment and assessment of their learning under some circumstances lead to misalignment with actual learning or underestimation,creating the illusion of knowing that makes their learning ineffective.Therefore,it is imperative to continuously and accurately assess the effective learning strategy;monitoring accuracy is thus considered throughout the learning process.When the student assesses his/her learning and whether it has been adequate to some degree of successful performance on the coming test,he/she needs to solicit predictions of future memory performance,termed judgment of learning(JOLs).Therefore,many studies mentioned that JOLs constitute one type of prospective monitoring judgment that can anticipate future memory performance.JOLs are typically solicited after the presentation of each item;however,when JOLs can also be made after finishing the list of items,they can be called the global judgment of learning(GJOL).Additionally,when JOLs are prompted after a delay by adding time between the initial learning and prediction for that learning,monitoring accuracy significantly improves,termed the delayed-JOL effect.Furthermore,monitoring one’s memory makes learners aware of what they have learned and what they have not.Only accurate monitoring directs learners on what they need to take further steps or improve their learning.Alternatively,it is vital to explore the factors causing the illusion of disregarding effective learning strategy and factors influencing metacognitive awareness at the same time so that educators and teachers can train the students with the effective learning strategy by using accurate monitoring judgments to improve the metacognitive awareness of the effective learning strategy and combining with other factors reducing the misalignment with the actual learning performance.One of the most common learning strategies students prefer is rereading;they spend most of their time rereading the chapter,articles,and textbooks.Moreover,they may or may not take the self-testing,the normative effective learning strategy.In addition,the learners disregard the feedback after taking the test,which is more helpful than testing without feedback.Some previous studies indicated that even though learners gain additional learning opportunities from the feedback benefit,learners lack awareness of feedback benefits in their future memory prediction.Therefore,it is necessary to investigate whether a test with feedback is more effective than a test without feedback,then whether learners appreciate the feedback benefit when monitoring their future learning.If learners do not acknowledge the feedback benefit,it is essential to reveal the reasons and possibilities of the misalignment between subjective assessment of their learning and objective learning.Continuously,the ways to reduce the interferences of appreciating the feedback benefit needed to be explored that can make contributions for the metamemory and educational context.This study investigated how testing with feedback facilitates learning and affects metacognitive awareness.The present investigation involves three studies,including six experiments.It comprised two experiments per study.Additionally,a mini meta-analysis was involved in exerting a generalized concept of the main study.This study explored the effect of feedback on the facilitation of learning by examining the memory performance through cuerecalled test and the metacognitive awareness through different metacognitive judgments(global judgment of learning;GJOL,delayed global judgment of learning;DGJOL,and itemby-item JOL;JOL).From these experiments,the predominant result showed that learners improve their memory performance when receiving feedback but lack awareness of feedback benefits in their future memory prediction.Specifically,study 1 examined the effect of feedback on learning performance by comparing the test with and without feedback in Experiment 1 and Experiment 2.In Experiment 1,GJOL was prompted to collect the prediction of the overall performance based on the exposure of feedback learning strategy,then compared GJOL of the test with feedback and the actual learning performance of the test with feedback.In Experiment 2,delayed GJOL was prompted so that learners did not rely on the prior memory for the past test(MPT)to test whether learners’ underestimation of feedback benefit happens due to relying on MPT or suffering from proactive interference.Study 2 continuously examined combining the spacing effect with feedback and judgment timing with feedback to explore the ways to improve metacognitive awareness of feedback benefits.In Experiment 3,GJOL was also prompted to test whether learners are sensitive to the spacing effect with feedback.Moreover,item-byitem JOL was prompted before and after feedback as judgment timing to test whether learners are sensitive to the feedback items by monitoring the experience of receiving the learning strategy trial by trial in Experiment 4.Study 3 examined updating the knowledge for the feedback benefit to test whether learners are sensitive to the feedback items by consecutively receiving the full pair feedback and target-only feedback under GJOL in Experiment 5 and DGJOL in Experiment 6.The main findings of the current study are as follows:(1)test with feedback is robustly facilitating the learning performance than test without feedback in all experiments.(2)The judgment after the feedback suffers from proactive interference that might come from the initial answers,thus relying on memory for past test results.(3)GJOL cannot be sensitive to the feedback benefit,but it can increase the sensitivity to counting on feedback when the spacing effect combines with the feedback learning strategy.(4)Item-by-item JOLs accurately predict the future memory performance of feedback within difficult items but are inaccurate to feedback benefit within easy items.Thus,experience-based judgments influence the ease of processing with feedback benefits.(5)Delayed GJOLs are more accurate at predicting the future memory performance of feedback when updating the feedback learning strategy by providing different feedback formats.(6)As there is a strong positive correlation between the prediction and the final test performance when making delayed GJOL,this study also supported that the delayed JOL effect was robust,indicating a stronger correlation between the prediction and the probability of what learners can recall later.