Research On The Impact Of Feedback Presentation On Learning Transfer

Feedback is an important part of a complete learning process,and students can learn more efficiently only when they have the right,timely feedback.The basic goal of feedback research is to maximize feedback effects.Some studies have identified a number of factors affecting the feedback effect,such as feedback presentation time,the amount of information contained in the feedback,learner's prior knowledge,the nature of learning content and the difficulty of learning content and so on.However,students do not necessarily follow the advice or guidance in the feedback after receiving feedback.Based on both theoretical and practical aspects,this study explores the impact of feedback presentation on learning transfer based on the difficulty level of learning tasks and learners' prior knowledge.This study involves two groups of presentation:the first group belongs to the guidance feedback,including the complete presentation and incomplete presentation;the second group is the promotional feedback,including the two kinds of presentation of open-elicited reflection and stent-induced reflection.The subjects of this study were 214 fourth graders from Hanjiang Road Primary School in Nanjing,Experiment 1 adopted two factors(feedback presentation:complete presentation,incomplete presentation)x 2(learning task difficulty:difficult and simple)× 3(learner's prior knowledge level:high,medium and low)design;and experiment 2 use 3(feedback presentation:no evoked reflex,open evoked reflex,scaffolding reflex)× 2(learning task difficulty:more difficult and simpler)x 3(learner a priori knowledge level:high,Medium and low)multi-factorial design.Among them,the presentation of feedback and learner's prior knowledge is the inter-test factor,and the level of learning task difficulty is the inter-subject factor.The dependent variables mainly include immediate near transfer,immediate far transfer,delayed near transfer and delayed far transfer,supplemented by the measurements of cognitive load and external cognitive load.The main conclusions of this study are as follows:(1)For the simpler tasks(to the learner 's prior knowledge level),the complete mode and the incomplete mode of feedback are the same for learning transfer.(2)For the more difficult tasks(to the learner's prior knowledge level),the incomplete presentation mode of feedback can promote the learning transfer better than the complete presentation mode of feedback.(3)For simpler tasks(to the learner's prior knowledge level),using open-elicitation feedback to promote learning transfer is more effective than scaffolding-based reflection,especially in delayed transfer.(4)For difficult tasks(to the learner's prior knowledge level),using feedback scaffolding-based reflection to promote learning transfer is more effective than open-elicitation,especially in delayed transfer.