A Study On The Effect Of Adaptive Feedback Time On Students’ Academic Performance Based On Online Tests

Adaptive feedback is an important support tool for current smart teaching tools to achieve personalized student development and independent learning.Since this feedback was proposed,researchers have provided many different types and forms of feedback adaptively around individual characteristics such as learners’ prior knowledge and learning styles,academic performance and learning task levels,and verified the positive impact of adaptive feedback on learning outcomes.However,as one of the important features of feedback,the timing of adaptive feedback presentation is relatively single,with immediate feedback dominating and lack of delayed feedback,and students lack the space for independent learning and in-depth thinking.Based on this,this study,based on a review of the literature related to feedback time in online learning environments at home and abroad,provides an in-depth analysis of feedback in online learning environments,the connotation,necessity,and advantageous effects of feedback time on learning outcomes,and finds that the effectiveness of feedback time may vary depending on the learning environment,learning materials,learner characteristics,and feedback types.Therefore,when to provide feedback is an important pedagogical issue,i.e.,feedback should also have some adaptability in the time dimension.A large number of researchers have set a variety of feedback intervals,but the basis for setting them is subjectively determined by the researcher,and there is a lack of some reference for how to set diverse feedback times.Drawing on the educational concept of data-driven teaching and learning,this study sets up diverse feedback intervals from the perspective of big data in education and verifies whether these feedback intervals have a positive impact on students’ learning performance through experimental research.Both pre-experiments and formal experiments were conducted based on the online testing environment,and both process and outcome data were collected from students’ question answering process.In the pre-experiment,judgmental reasoning questions were classified into three different levels of difficulty(easy,medium,and difficult),and the time spent by students to view each question from the perspective of different levels of difficulty was used as the basis for setting different delayed feedback intervals to determine the experimental conditions for the formal experiment with four feedback times: immediate feedback(0 seconds),and three delayed feedback times of 23 seconds,30 seconds,and 35 seconds,respectively.and 35 seconds.Based on this,this study investigated the effects of delayed feedback intervals and immediate feedback set according to task difficulty on students’ test performance,and compared students’ performance under the four feedback conditions in the formal experiment.The experimental results showed that there was no statistically significant main effect of feedback condition on student test performance.However,task difficulty had a main effect on student test performance,and there was a significant interaction between the effects of feedback condition and task difficulty: in the easy task,none of the four feedback durations made a significant difference in improving student test performance;in the medium task,23 and 30 seconds of feedback duration improved student test performance more;and in the difficult task,all four feedback durations had a significant effect on student test performance between In the difficult task,there was no significant difference between the four types of feedback time on students’ test scores.Finally,we summarized and reflected on the problems in the experimental study,and proposed directions for improvement in the follow-up study.