The Effect Of Error Clue In Feedback And Frequency Of Presentation On Learning: The Moderating Role Of Individual Adaptive Reactions To Errors

Feedback is the information provided by computers that reflect students’ current learning performance and help them adjust their cognition or behavior to promote learning.Previous studies have found that elaborated feedback can significantly improve learning compared with simple feedback.However,the effect of different elaborated feedback on learning is still uncertain,which may be because the influence of different feedback on learning is affected by factors such as feedback characteristics(such as frequency of feedback presentations)or learner characteristics.In addition,some studies have found that providing bug-related feedback has a good effect on learning.Therefore,it is a topic worth exploring to select what kind of feedback content to present and how to present feedback content in term of specific situation so as to better match the learners’ characteristics.Therefore,this study focused on the following questions: “Whether bug-related information has special value”,“How do error clue in feedback and frequency of presentation affect the learning process and outcome” and“Whether and how do individual adaptive reactions to errors moderate the influence different feedback conditions on learning process and outcomes”:Study 1 conducted a 2(error clue: error clue,no error clue)× 2(frequency of feedback presentation: 1 time,twice)between-subject experiment to explore the influence of bug related feedback and frequency of feedback presentation on learning in the field of mathematics based on giving correct solution steps.The results showed that:(1)The frequency of feedback had a significant impact on learner’s perceived positive emotions.The positive emotions perceived by learners under the condition of feedback twice are significantly higher than those in the group of 1 time feedback.(2)The error clue and frequency of feedback significantly affected learners’ germane cognitive load.The perceived germane cognitive load of the group with error clue was significantly higher than that of the group without error clue,and that of the group with twice feedback was significantly higher than that with 1 time feedback.(3)The error clue significantly affected students’ transfer performance,and the transfer performance of the group with error clue were significantly higher than those of the group without error clue.In addition,the effect of error clue on the transfer performance was moderated by the frequency of feedbacks.Specifically,under the condition of 1 time feedback,there was no significant difference between the error clue group and the no error clue group in the transfer performance.Under the condition of twice feedback,the transfer performance of the error clue group was significantly higher than that of the group without error clue.Based on the results of study 1,Study 2 investigated the influence of error clue(yes or no)with feedback twice on the learning process and outcome,and explored the moderating effect of individuals’ adaptive reactions to errors.The results showed that:(1)Action-adaptive reactions to errors positively predicted learning motivation and positive emotions after feedback.(2)The error clue directly and significantly predicted the intrinsic cognitive load,and the affective-motivational adaptive reactions to errors played a moderating role in this link.(3)The error clue directly predicted the transfer performance positively,and the affective-motivational and action-adaptive reactions to errors significantly moderated the impact of the error clue on the transfer performance.This study drew a conclusion:(1)Feedback under the condition of twice can promote learners’ positive learning emotions and improve germane cognitive load.(2)Error clue in feedback significantly improve germane cognitive load and transfer performance.Meanwhile,under the condition of presenting twice feedback,the group with error clue had higher transfer performance than the group without error clue.(3)Individuals’ adaptive reactions to errors played a moderating role in the influence of error clue in feedback on learning motivation,intrinsic cognitive load and transfer performance.