A Research On The Effect Of Feedback Types On Students' Autonomous Learning Performance Under Different Feedback Timings

The digital learning environment has rapidly spread with the development of science and technology.A variety of powerful interactive tools make learners' learning more personalized and targeted.The timely and automated feedback of the learner's learning status can help them improve their knowledge and skills,which can achieve higher learning outcomes.There have been quite extensive discussions on the autonomous learning of undergraduates in the online environment.However,there is a lack of research for primary and secondary students.The research on feedback effect has also been very extensive,but there is a lack of discussion about the specific factors of feedback(such as the individual level of learners,feedback details,etc.)and learning effects.This paper proposes the assumptions that this study wants to verify:i)immediate feedback has greater learning achievement gain than delayed feedback;ii)different feedback types,different learning outcomes;iii)The differences of learners' initials ability and types of questions can affect the gains of different feedback types on academic performance.Based on these assumptions,various types of questions are classified,different kind of feedback types and feedback timings are designed.Three sub-experiments are implemented and implemented.By controlling learners' initial ability and types of problems and other variables.We can observe some differences in students' academic performance:i)The experimental results show that the immediate feedback is more helpful than the delayed feedback to the learner's academic performance;ii)the feedback type is different,the learner's academic performance is different;iii)when using the delayed feedback,the corrective result feedback is worse for the good students,the explanatory feedback is better for the poor students,for letting them get greater learning progress;iv)when using the immediate feedback,elaborated feedback or explanatory feedback is better for the good students;v)inferiority problem is more suitable to provide elaborated feedback;well-structured problem isn't suitable for providing corrective result feedback.