数学教育
学业成绩
心理学
反馈调节
同行反馈
荟萃分析
医学
内科学
作者
Zhihui Cai,Yang Gui,Peipei Mao,Zhikeng Wang,Xin Hao,Xitao Fan,Robert H. Tai
标识
DOI:10.1016/j.edurev.2023.100521
摘要
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.
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