Elaborative feedback (EF) containing explanations on students' responses benefits learning. Computer-based environments provide learners with EF in different ways, for example, on an immediate question-by-question basis or after answering a set of questions. Recent findings also suggest that delaying EF enhances learning. However, it is unclear to what extent different types of delayed-EF favour students' performance. This study examines whether and how two types of delayed-EF (question-based vs. summative) influence students' question-answering performance and final learning over immediate-EF. One hundred thirty-three secondary-school students read a scientific text and answered 12 multiple-choice questions in a computer-based environment. A day later, students completed a final learning test with 20 open-ended questions. Results showed that neither question-based delayed EF nor summative delayed EF outperformed immediate EF. However, EF moderated the relationship between students' prior knowledge and their performance outcomes, suggesting that students with higher levels of prior knowledge receiving summative delayed EF benefited more.

中文翻译：

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在基于计算机的学习环境中延迟详细反馈：总结性和基于问题的反馈的作用

包含对学生反应的解释的详细反馈 (EF) 有利于学习。基于计算机的环境以不同的方式为学习者提供 EF，例如，直接逐个问题或在回答一组问题后。最近的研究结果还表明，延迟 EF 可以增强学习。然而，目前尚不清楚不同类型的延迟EF在多大程度上有利于学生的表现。本研究考察了两种类型的延迟 EF（基于问题的 vs. 总结性）是否以及如何影响学生的问答表现和最终学习，而不是直接 EF。133 名中学生在基于计算机的环境中阅读了一篇科学文章并回答了 12 道选择题。一天后，学生完成了包含 20 道开放式问题的最终学习测试。结果表明，基于问题的延迟 EF 和总结性延迟 EF 的表现均不优于即时 EF。然而，EF 缓和了学生的先验知识和他们的表现结果之间的关系，表明接受总结性延迟 EF 的先验知识水平较高的学生受益更多。