The Effects of Feedback Sensory Modality, Feedback Information Content, and Sex on Short-Term Biofeedback Training of Three Responses

1979 ◽  
Vol 16 (5) ◽  
pp. 438-444 ◽  
Author(s):  
Michael F. O'Connell ◽  
Daved L. Frerker ◽  
Kenneth L. Russ
Keyword(s):  
Information Content ◽  
Sensory Modality ◽  
Biofeedback Training ◽  
Short Term ◽  
Feedback Information ◽  
Effects Of Feedback

scholarly journals The information content of short-term options

2019 ◽  
Vol 46 ◽  
pp. 100504
Author(s):  
Ioannis Oikonomou ◽  
Andrei Stancu ◽  
Lazaros Symeonidis ◽  
Chardin Wese Simen
Keyword(s):  
Information Content ◽  
Short Term

A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction

1995 ◽  
Vol 13 (2) ◽  
pp. 111-127 ◽  
Author(s):  
Roger Azevedo ◽  
Robert M. Bernard
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Empirical Support ◽  
Computerized Instruction ◽  
Feedback Information ◽  
Effective Feedback ◽  
Computer Based Instruction ◽  
Computer Based ◽  
Based Instruction ◽  
Effects Of Feedback

A quantitative research synthesis (meta-analysis) was conducted on the literature concerning the effects of feedback on learning from computer-based instruction (CBI). Despite the widespread acceptance of feedback in computerized instruction, empirical support for particular types of feedback information has been inconsistent and contradictory. Effect size calculations from twenty-two studies involving the administration of immediate achievement posttests resulted in a weighted mean effect size of .80. Also, a mean weighted effect size of .35 was obtained from nine studies involving delayed posttest administration. Feedback effects on learning and retention were found to vary with CBI typology, format of unit content and access to supplemental materials. Results indicate that the diagnostic and prescriptive management strategies of computer-based adaptive instructional systems provide the most effective feedback. The implementation of effective feedback in computerized instruction involves the computer's ability to verify the correctness of the learner's answer and the underlying causes of error.

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