Abstract
Modern societies need higher education systems that are strongly grounded on scientific knowledge and evidence-based teaching tools. This laboratory-based study extended Chase and Houmanfar (2009), examining the effects of basic and elaborate feedback on participants’ performance measured with two sets of tests administered after a college-level text was studied. The use of Tobii® Pro X2-60 eye trackers allowed for detection of students’ orientation toward the displayed feedback. The eye tracker results showed that participants spent more time reading their incorrect answers than the correct answers, but this lingering of their eye gazes on the screen did not have a positive correlation with the performance and the final test. However, other factors such as the feedback provision need to be more closely considered. The experimental findings also demonstrated that the presence of feedback following the first test phase improved the performance of the final test and that the elaborate feedback had the largest effect when the participants where naïve about the topic studied during the experimental session.
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Appendices
Appendix 1
Example of question in the basic feedback condition when the answer provided was incorrect a and correct b.
Appendix 2
Example of question in the elaborate feedback condition when the answer provided was incorrect a and correct b.
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Olla, R., Houmanfar, R.A., Esquierdo-Leal, J.L. et al. The Differential Effects of Feedback Provision on Students’ Performance on Test-Based Assessments. J Behav Educ 32, 146–168 (2023). https://doi.org/10.1007/s10864-021-09443-4
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DOI: https://doi.org/10.1007/s10864-021-09443-4