Abstract The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining 104 contrasts of conditions of reading texts with and without feedback, including 6,124 participants, using the random effects model resulted in a positive effect of feedback on learning from text (g+ = 0.35). Moderator analyses showed that feedback is particularly effective if provided directly after reading, but less so when provided during reading. If feedback is provided directly after reading, elaborate feedback and knowledge-of-correct-response feedback were more effective than knowledge-of-response feedback. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed.

中文翻译：

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支持从文本中学习：有效反馈的时间和内容的元分析


摘要 本荟萃分析的目的是检验反馈对传统读者（从小学生到大学生）文本学习的影响。使用随机效应模型，结合 104 个有反馈和无反馈的文本阅读条件对比（包括 6,124 名参与者），得出了反馈对文本学习的积极影响 (g+ = 0.35)。主持人分析表明，如果在阅读后直接提供反馈，则效果特别好，但如果在阅读过程中提供，则效果较差。如果阅读后直接提供反馈，则详细反馈和正确答案知识反馈比答案知识反馈更有效。如果在阅读过程中提供反馈，则不同类型反馈的效果之间没有差异。此外，计算机提供的反馈比非计算机提供的反馈更有利于从文本中学习。讨论了优化条件以支持文本学习的含义。