This study aimed to investigate the effects of feedback types and opportunities to change answers on the learners’ achievement and their ability to solve physics problems. We compared three feedback types, namely (1) static feedback with hints, (2) reducing feedback with hints, and (3) knowledge of response, and two types of opportunities to change answers, namely (a) no answer changing allowed and (b) answer changing allowed. Each participant was randomly assigned to take one of the six experimental conditions. It was found that participants provided with static feedback with hints and those provided with reducing feedback with hints had significantly higher achievement and ability to solve physics problems than those provided with knowledge of response feedback. Moreover, participants who were allowed to change the answers had significantly higher achievement and ability to solve physics problems than those who were not allowed to change the answers. Additionally, there was no interaction between feedback types and opportunities to change answers on achievement and ability to solve physics problems.

本研究旨在调查反馈类型和改变答案的机会对学习者的成就和他们解决物理问题的能力的影响。我们比较了三种反馈类型，即（1）带有提示的静态反馈，（2）带有提示的减少反馈，以及（3）响应知识，以及两种更改答案的机会，即（a）不允许更改答案和（ b) 允许更改答案。每个参与者被随机分配到六个实验条件之一。研究发现，静态反馈和提示反馈的参与者，其解决物理问题的成就和能力显着高于响应反馈知识的参与者。而且，被允许更改答案的参与者比那些不允许更改答案的参与者具有更高的成就和解决物理问题的能力。此外，反馈类型和改变关于成就和解决物理问题能力的答案的机会之间没有相互作用。