This study aimed to investigate the effect of feedback on students' academic achievement in a technology-rich environment through a systematic and quantitative synthesis of the studies conducted over several decades. We focused on three issues: (a) the effectiveness of feedback in enhancing learning performance; (b) possible factors (feedback characteristics and study features) associated with different studies that could have resulted in the inconsistent findings across the studies; and (c) how different types of feedback differed in their effect in enhancing academic achievement. Based on 182 effect sizes extracted from 61 studies, we found that, compared with no feedback condition, feedback had at least a medium effect (g = 0.44, 95%CI [0.324, 0.555]) in enhancing academic achievement, and the effect of explanation feedback was the strongest compared to other types of feedback. The study further revealed that the feedback in blended learning was more effective than that in online learning. Possible explanations and implications of these findings, as well as limitations and future research directions were discussed.

本研究旨在通过对数十年来进行的研究进行系统和定量综合，调查反馈对学生在技术丰富的环境中的学业成绩的影响。我们关注三个问题：(a) 反馈在提高学习成绩方面的有效性；(b) 可能导致不同研究结果不一致的可能因素（反馈特征和研究特征）；(c) 不同类型的反馈对提高学业成绩的影响有何不同。基于从 61 项研究中提取的 182 个效应量，我们发现，与无反馈条件相比，反馈在提高学业成绩方面至少具有中等效果（g = 0.44, 95%CI [0.324, 0.555]），与其他类型的反馈相比，解释反馈的效果最强。该研究进一步表明，混合学习中的反馈比在线学习中的反馈更有效。讨论了这些发现的可能解释和意义，以及局限性和未来的研究方向。