ABSTRACT

Background: Previous research shows that critical constructive feedback, that scaffolds students to improve on tasks, often remains untapped. The paper’s aim is to illuminate at what stages students provided with such feedback drop out of feedback processing.

Methods: In our model, students can drop out at any of five stages of feedback processing: (1) noticing, (2) decoding, (3) making sense, (4) acting upon, and (5) using feedback to make progress. Eye-tracking was used to measure noticing and decoding of feedback. Behavioral data-logging tracked students’ use of feedback and potential progress. Three feedback signaling conditions were experimentally compared: a pedagogical agent, an animated arrow, and no signaling (control condition).

Findings: Students dropped out at each stage and few made it past the final stage. The agent condition led to significantly less feedback neglect at the two first stages, suggesting that students who are not initially inclined to notice and read feedback text can be influenced into doing so.

Contribution: The study provides a model and method to build more fine-grained knowledge of students’ (non)processing of feedback. More knowledge on at what stages students drop out and why can inform methods to counteract drop out and scaffold more productive and fruitful responses.

摘要

背景：先前的研究表明，关键的建设性反馈（通常是脚手架可以帮助学生改进任务）通常尚未开发。本文的目的是阐明学生从反馈处理中退出反馈的阶段。

方法：在我们的模型中，学生可以退出反馈处理的五个阶段中的任何一个：（1）注意，（2）解码，（3）有意义，（4）采取行动以及（5）使用反馈来取得进步。眼动追踪用于测量反馈的注意和解码。行为数据记录跟踪学生对反馈的使用和潜在的进步。实验上比较了三种反馈信号传递条件：教学人员，动画箭头和无信号传递（控制条件）。

调查结果：学生们在每个阶段都辍学，很少有人能通过最后阶段。代理人的状况导致在最初的两个阶段中反馈被忽略的情况明显减少，这表明最初不倾向于注意和阅读反馈文本的学生可以受到影响。

贡献：这项研究提供了一种模型和方法，以建立学生对（非）反馈处理的更细粒度的知识。关于学生在什么阶段辍学以及为什么可以提供信息的方法的更多知识，以抵消辍学，并为学生提供更有成效的成果。