The Effect of Computer-Based Feedback in Game-Like Fluid Reasoning Tasks

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F22%3A00126093" target="_blank" >RIV/00216224:14230/22:00126093 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.savba.sk/index.php/studiapsychologica/article/view/304" target="_blank" >https://journals.savba.sk/index.php/studiapsychologica/article/view/304</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.31577/sp.2022.02.845" target="_blank" >10.31577/sp.2022.02.845</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Effect of Computer-Based Feedback in Game-Like Fluid Reasoning Tasks

Popis výsledku v původním jazyce

We focused on the effect of various types of feedback in a game-based fluid reasoning test called Triton and the Hungry Ocean on elementary school students (ages 8-12; total N = 321). The feedback types were four: no feedback (A), simple (correct/wrong feedback; B), elaborated (correct solution shown; C), and learner-controlled feedback (student chooses between feedback types; D). We did not observe an effect of any feedback type on performance (i.e., there were no between-group differences). However, within group D, students overall tended to choose elaborated feedback more often as task difficulty increased (r = .92), and those in group D who generally tended to choose elaborated feedback also tended to per-form better even after controlling for intellect.

Název v anglickém jazyce

The Effect of Computer-Based Feedback in Game-Like Fluid Reasoning Tasks

Popis výsledku anglicky

We focused on the effect of various types of feedback in a game-based fluid reasoning test called Triton and the Hungry Ocean on elementary school students (ages 8-12; total N = 321). The feedback types were four: no feedback (A), simple (correct/wrong feedback; B), elaborated (correct solution shown; C), and learner-controlled feedback (student chooses between feedback types; D). We did not observe an effect of any feedback type on performance (i.e., there were no between-group differences). However, within group D, students overall tended to choose elaborated feedback more often as task difficulty increased (r = .92), and those in group D who generally tended to choose elaborated feedback also tended to per-form better even after controlling for intellect.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50100 - Psychology and cognitive sciences

Projekt

<a href="/cs/project/GA17-14715S" target="_blank" >GA17-14715S: Vývoj metakognitivních schopností u nadaných dětí</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Studia Psychologica

ISSN

0039-3320

e-ISSN

2585-8815

Svazek periodika

64

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

18

Strana od-do

155-172

Kód UT WoS článku

000817111800001

EID výsledku v databázi Scopus

2-s2.0-85134602620