Relative Effectiveness of Computer-Based and Human Feedback for Enhancing Student Learning
The purpose of this study is to examine the educational impact of presenting various levels of computer-based, online feedback (no-feedback, knowledge-of-response, knowledge-of-correct-response, topic-contingent, and response-contingent) either alone or paired with human interaction in an independent, mastery learning environment. Results indicate that student learning is enhanced by human interaction but is not influenced by the various […]