Effects Of Learner Characteristic, Task Characteristic And Feedback Characteristic On Computer-Based Learning

Computer-Based Feedback (CBF) is conceptualized as information provided by computer that is intended to inform learners of their current performance and modify their cognition or behavior for the purpose of improving learning, it is the core of formative assessment for learning. Characteristics of the learner, characteristics of the task, characteristics of the feedback intervention may influence the effect of CBF on learning. To provide personalized and adaptive feedback is the main feature of CBF, then how to provide personalized and adaptive feedback in computer-based learning environment is an important issue that worthwhile to explore. Based on this, two studies were conducted to investigate the impacts of characteristics of the learner (prior knowledge), characteristics of the task (the difficulty of task), characteristics of the feedback (feedback complexity, feedback timing) on learning in computer-based formative assessment. The first study was to explore the influences and the mechanism of prior knowledge and feedback complexity on learning. The second study was to explore the influences and the mechanism of the difficulty of task and feedback timing on learning.In study 1, to explore the influences and the mechanism of prior knowledge and feedback complexity on learning, a 2 (lower prior knowledge vs. higher prior knowledge) x 2 (cue vs. detailed explanation) between-subjects factorial design was adopted and the subjects’perception of feedback usage, extraneous cognitive load, motivation were measured.The results were that:(1) Prior knowledge moderated the relation between feedback complexity and learning outcome. For the lower prior knowledge learners, the posttest scores of the detailed explanation group were better than the cue group; for the higher prior knowledge learners, there was no significant difference between the two groups on the posttest scores. (2) This moderated relationship was mediated by perception of feedback usage and extraneous cognitive load. (3) Motivation had a mediating effect on the relationship between feedback complexity and learning outcome.The results indicated that:in computer-based formative assessment for learning psychological statistics, (1) The influence of feedback complexity on the learning outcomes of lower prior knowledge learners and higher prior knowledge learners showed an expertise reversal effect, namely, detailed explanation which was more complex was more beneficial for lower prior knowledge learners compared to cue, however, as knowledge increased, cue and detailed explanation could attain the same effect on learning. (2) For lower prior knowledge learners, the more complex feedback could decrease extraneous cognitive load and prompted learners use feedback effectively, hence improving learning. (3) Feedback complexity influenced learning outcome via motivation.In study2, to explore the influences and the mechanism of the difficulty of task and feedback timing on learning, a 2 (simple tasks vs. complex tasks)× 2 (immediate feedback vs. delayed feedback) between-subjects factorial design was adopted and the subjects’perception of feedback usage, learning engagement, motivation were measured.The results were that:(1) In the simple tasks, there was no significant difference between the immediate feedback groups and delayed feedback on the posttest scores; In the complex tasks, the posttest scores of the immediate feedback group were better than the delayed feedback group. (2) The immediate feedback group had significantly higher scores on satisfaction, feedback usage and dedication compared to the delayed feedback group. (3) Feedback usage and satisfaction had a mediating effect on the relationship between feedback timing and learning outcome.The results indicated that:in computer-based formative assessment for learning psychological statistics, (1) In the simple task, there was no effect of feedback timing on learning; in the complex task, immediate feedback was more beneficial for learning compared to delayed feedback. (2) Compared with learners who provided with delayed feedback, learners who provided with immediate feedback used feedback more effectively and was more engaged and motivated. (3) Feedback timing influenced learning outcome via satisfaction and feedback usage.