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The effect of feedback on metacognition - A randomized experiment using polling technology
Computers & Education ( IF 12.0 ) Pub Date : 2020-07-01 , DOI: 10.1016/j.compedu.2020.103885
François Molin , Carla Haelermans , Sofie Cabus , Wim Groot

Abstract This study explores the effects of formative feedback on students' metacognitive skills when using feedback strategies with polling technology. Using a randomized field experiment among 633 physics students in six schools in Dutch secondary education, we study assessments with the polling technology Socrative, by dividing students into three groups. Students in the cooperative group use a combination of peer discussions and teacher feedback, while students in the individual group use teacher feedback. To compare differences in metacognitive skills, students in the control group only use Socrative, but do not receive formative feedback from either teacher or peers. The results show that there is a significant positive effect of the cooperative treatment on both metacognitive skills and motivation in comparison with the control group. We find that students with low metacognitive skills benefit significantly more from the cooperative treatment than students with high metacognitive skills. No effects are found for the individual treatment. However, girls significantly increase their metacognitive skills and are more motivated than boys, when using an individual treatment. Additionally, a mediation analysis shows that motivation partially mediates the cooperative treatment and metacognitive skills. Based on these results, we recommend a combination of peer discussions and teacher feedback in physics courses.

中文翻译:

反馈对元认知的影响——使用轮询技术的随机实验

摘要 本研究探讨了在使用反馈策略和投票技术时形成性反馈对学生元认知技能的影响。通过在荷兰中等教育的六所学校的 633 名物理学生中进行的随机现场实验,我们通过将学生分成三组来研究使用投票技术 Socrative 的评估。合作组的学生使用同伴讨论和教师反馈的组合,而个人组的学生使用教师反馈。为了比较元认知技能的差异,对照组的学生只使用 Socrative,而没有收到来自老师或同龄人的形成性反馈。结果表明,与对照组相比,合作治疗对元认知技能和动机都有显着的积极影响。我们发现,与元认知技能高的学生相比,元认知技能低的学生从合作治疗中获益更多。没有发现单独治疗的效果。然而,当使用个体治疗时,女孩的元认知技能显着提高,并且比男孩更有动力。此外,中介分析表明,动机部分地中介了合作治疗和元认知技能。基于这些结果,我们建议在物理课程中结合同行讨论和教师反馈。在使用个别治疗时,女孩的元认知技能显着提高,并且比男孩更有动力。此外,中介分析表明,动机部分地中介了合作治疗和元认知技能。基于这些结果,我们建议在物理课程中结合同行讨论和教师反馈。在使用个别治疗时,女孩的元认知技能显着提高,并且比男孩更有动力。此外,中介分析表明,动机部分地中介了合作治疗和元认知技能。基于这些结果,我们建议在物理课程中结合同行讨论和教师反馈。
更新日期:2020-07-01
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