The Effects Of Feedback Complexity On Learning:the Role Of Item Format And Goal Orientation

With the development of educational technology,computer-based feedback is gradually applied in teaching.Recent researches have found that computer-based feedback didn't always promote learning and even hinder learning.The reason for the inconsistent results may be that there are some moderating variables between feedback and learning effect,such as feedback type,task characteristics,and learner characteristics.So far,how the various characteristics of the feedback affect learning is still under investigation.Taking into account the controversies of previous studies,this study designed two studies and three experiments to examine the influence mechanism of feedback complexity on learning effect in computer learning environment,as well as the role of item format and goal orientation.Study 1(Experiment 1)adopted a 2(item format:multiple choice question/constructed response)×2(feedback complexity:detailed explanation/cue)between-subj ects design to explore the influence of item format and feedback complexity on learning,and reveal the influence mechanism by measuring the feedbak perception,motivation and cognitive load triggered by feedback.The results were that:(1)Under the condition of multiple choice question,there were no difference in feedback perception and transfer performance under both feedback conditions;under the condition of constructed response,the feedback perception and transfer performance of the detailed explanation group were significantly higher than cue group.(2)Under the condition of constructed response,learners' intrinsic cognitive load and extraneous cognitive load were lower than those under the condition of multiple choice question,and the germane cognitive load was higher.Learners' motivation and germane cognitive load in the detailed explanation group were significantly higher than the cue group,and extraneous cognitive load was lower.(3)The moderating effect of the item foamat was mediated by feedback perception.(4)Feedback complexity affected the transfer performance through the mediating role of intrinsic cognitive load and germane cognitive load.Based on Study 1,Study 2(Experiment 2 and Experiment 3)adopted a 2(Goal orientation:learning goal-orientation/performance goal-orientation)× 2(feedback complexity:detailed explanation/cue)to explore the impact of goal orientation and feedback complexity on learning under different item formats.The results of experiment 2 under the condition of multiple choice question were that:(5)For learning goal-oriented learners,the motivation,feedback perception and transfer performance of detailed explanation group were significantly higher than the cue group;for performance goal-oriented learners,there were no difference between two groups on the motivation,feedback perception and transfer performance.(6)The moderating effect of the goal orientation was mediated by feedback perception.The results of experiment 3 under the condition of constructed response were that:(7)Learning goal-oriented learners'feedback perception,learning motivation and transfer performance were higher than performance goal-orientated learners,and extraneous cognitive load was lower.The feedback perception,learning motivation and transfer performance of the detailed explanation group were higher than the cue group,and the extraneous cognitive load was lower.(8)Feedback complexity affected transfer performance through the mediating role of feedback perception,extraneous cognitive load and germane cognitive load.In conclusion,this study showed that:(1)Item foamat played a moderating role in the process of feedback complexity affecting learning:detailed explanation was more conducive to improving learners' feedback perception and transfer performance under the condition of constructed response.(2)Under the condition of constructed response,learners' intrinsic cognitive load and extraneous cognitive load were lower than those under multiple choice test,and the germane cognitive load was higher.Detailed explanation was beneficial to reduce learners' extraneous cognitive load and improve their germane cognitive load and learning motivation.(3)The moderating effect of the item foamat was mediated by feedback perception.(4)Feedback complexity promoted the learning performance by reducing learners' intrinsic cognitive load and improving learners' germane cognitive load.(5)Under the condition of multiple choice question,learners' goal orientation played a moderating role in the process of feedback complexity affecting learning:detailed explanation was more conducive to improving feedback perception,learning motivation and transfer performance of learning goal-oriented learners.(6)Under the condition of multiple choice question,the moderating effect of the goal orientation was mediated by feedback perception.(7)Under the condition of constructed response,both the goal orientation and feedback complexity affected learning.Learning goal-oriented learners' feedback perception evaluation,learning motivation and transfer performance were all higher than performance goal-orientated learners,and extraneous cognitive load was lower.The detailed explanation was more beneficial to improve the learners' feedback perception evaluation,learning motivation and transfer performance,and reduce learners,extraneous cognitive load.(8)Under the condition of constructed response,feedback complexity could promote learning performance by reducing learners' extraneous cognitive load and improving learners' feedback perception and germane cognitive load.