د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المساعد بكلية التربية بالزلفي

book B59

The results of this meta-analysis consistently showed that more elaborated feedback
led to higher learning outcomes than simple feedback. This finding has important implications
for designers of educational software/computer-based learning environments. Furthermore,
the insights gained from this meta-analysis could help educational practitioners to make wellinformed
choices with respect to digital learning tools.
From this study, various areas that need further attention in the literature on feedback
in computer-based environments can be identified. This meta-analysis made an initial attempt
to gain insight into the effectiveness of various methods for providing EF. Nonetheless, more
research is needed that takes into account the specific characteristics of EF interventions. In
future experiments, it is advised that larger sample sizes be used and that the psychometrical
properties of the instruments be reported. Future investigations should account for and report
on characteristics of the feedback, the task, the learning context, and the characteristics of the
learners in order to move the research field further. Using eye tracking could also provide
usable insight into how students react to the feedback provided, which might differ based on
the correctness of their answer to the item. The results of this meta-analysis clearly showed
that there is a need for research on this topic in primary education settings. In addition, the
authors recommend that the value of multimedia feedback be investigated in future

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