Abstract Using a computer-based learning environment, the present paper studied the effects of adaptive instruction and elaborated feedback on the learning outcomes of secondary school students in a financial education program. We randomly assigned schools to four conditions on a crossing of two factors: the type of instruction (uniform or adaptive) and feedback (verification or elaborated). A total of 1,177 students in 32 schools completed the program in ability groups in the classroom. The results showed that the program, on average, enhanced the financial knowledge of students by almost half of a standard deviation. No significant changes in students’ financial behavior were found. Despite the promise of adaptive practices to address the individual needs of students, we observed no additional learning gains associated with adaptive instruction and elaborated feedback. A marginally significant heterogeneous effect for gender was reported, where girls were negatively affected by adaptive instruction. Moreover, despite our sample included more students from a favorable socioeconomic status, the adaptive practices seemed to lower the motivation level. Hence, while no information on the time spent on the instruction and feedback was retrieved, the latter finding suggested that the practices may have been perceived as burdensome by students, thereby rendering them ineffective.

中文翻译：

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计算机辅助自适应教学和详细反馈对学习结果的影响。随机对照试验

摘要 本文使用基于计算机的学习环境，研究了适应性教学的影响，并详细说明了金融教育计划中中学生学习成果的反馈。我们根据两个因素的交叉将学校随机分配到四个条件：教学类型（统一或适应性）和反馈（验证或详细说明）。共有32所学校的1,177名学生在课堂能力组中完成了该计划。结果表明，该计划平均将学生的金融知识提高了近一半的标准差。没有发现学生的财务行为发生显着变化。尽管适应性实践有望满足学生的个人需求，我们没有观察到与适应性教学和详细反馈相关的额外学习收益。据报道，性别的异质性影响略显着，其中女孩受到适应性教学的负面影响。此外，尽管我们的样本包括更多具有良好社会经济地位的学生，但适应性实践似乎降低了动机水平。因此，虽然没有检索到有关在教学和反馈上花费的时间的信息，但后一项发现表明，学生可能认为这些做法是繁重的，从而使它们无效。尽管我们的样本包括更多来自良好社会经济地位的学生，但适应性实践似乎降低了动机水平。因此，虽然没有检索到有关在教学和反馈上花费的时间的信息，但后一项发现表明，学生可能认为这些做法是繁重的，从而使它们无效。尽管我们的样本包括更多来自良好社会经济地位的学生，但适应性实践似乎降低了动机水平。因此，虽然没有检索到有关在教学和反馈上花费的时间的信息，但后一项发现表明，学生可能认为这些做法是繁重的，从而使它们无效。