The Influence Of Feedback Content And Feedback Time On College Students’ Multimedia Learning Achievement And Its Mechanism

This study investigated the content of feedback(Adaptive 、 Elaborated 、Knowledge of Correct Response)and time(Immediate、Delayed)as influences on college students’ multimedia learning.Students from Northeast Normal University(N=157)were randomly assigned to one of six experimental conditions.We tried to explain the influence mechanism of different feedback effects through subjective reported motivation,cognitive load and eye movement trajectory during the feedback period.The results showed that:(1)Scores of the immediate feedback group are significantly higher than those of the delayed feedback group;The scores of the adaptive feedback group were significantly higher than those of the elaborated feedback group and the knowledge of correct response feedback group.(2)Different ways of feedback content have significantly different effects on motivation.The motivation scores reported by the adaptive feedback group and the elaborated feedback group are significantly higher than those reported by the knowledge of correct response feedback group.(3)The germane cognitive load score of the immediate feedback group was significantly higher than that of the delayed feedback group.The germane cognitive load scores reported by the adaptive feedback group were significantly higher than those reported by the elaborated feedback group and the knowledge of correct response feedback group.(4)The germane cognitive load plays a partial mediating role between adaptive feedback and post-test scores.(5)Different feedback ways in feedback time have different effects on eye movement fixation trajectory,which shows that the subjects in immediate feedback group are significantly less than those in delayed feedback group in fixation count and fixation time in the interest area of the stem.(6)Different feedback ways in feedback content have different effects on eye movement trajectory,which shows that the fixation count and fixation time of feedback interest area from high to low are the elaborated feedback group 、 adaptive feedback group and knowledge of correct response feedback group;However,in terms of fixation count and fixation time in the interest area of the stem,the subjects in the knowledge of correct response feedback group were significantly higher than those in the adaptive feedback group and the elaborated feedback group;On the regression count between the interest area of the stem and the interest area of feedback,the adaptive feedback group and the elaborated feedback group were significantly higher than those in the knowledge of correct response feedback group.To sum up,the main conclusions of this study are as follows: in terms of feedback time,the post-test scores of immediate feedback is significantly better than that of delayed feedback,which may be due to the fact that immediate feedback increases the germane cognitive load and reduces the external cognitive load compared with delayed feedback;In terms of feedback content,the post-test scores of adaptive feedback initiated in this study is significantly better than that of elaborated feedback and the knowledge of correct response feedback.The possible reason is that adaptive feedback increases the germane cognitive load and reduces the external cognitive load compared with elaborated feedback;Compared with knowledge of correct response feedback,adaptive feedback also reduces external cognitive load and increases learners’ motivation.This result not only provides empirical evidence for cognitive load theory,but also helps educators to design adaptive learning feedback according to students’ responses.