Immediate and long-term improvement in lexical stress perception: the role of teacher and peer feedback

This study investigated to what extent teacher and peer feedback promote L2 lexical stress perception skills and how gains are maintained over time. Eighty-two participants from 11 sections of first-year German courses at three universities were assigned to a teacher feedback group, a peer feedback provider group, a peer feedback receiver group, or a control group. After completing a pronunciation training on word stress in German–English cognates, the teacher group received feedback on their pronunciation from a teacher, the provider group gave feedback to peers, and the receiver group received feedback from peers. The control group did not complete the pronunciation training or receive feedback. Results comparing learners’ pretest, immediate posttest, and delayed posttest perception accuracy revealed that the teacher group and the provider group made significant gains in terms of their ability to perceive word stress in cognates, whereas the receiver group and the control group showed no improvement.

Learning Processes in Interactive CALL Systems: Linking Automatic Feedback, System Logs, and Learning Outcomes

Interactive digital tools increasingly used for language learning can provide detailed system logs (e.g., number of attempts, responses submitted), and thereby a window into the user’s learning processes. To date, SLA researchers have made little use of such data to understand the relationships between learning conditions, processes, and outcomes. To fill this gap, we analyzed and interpreted detailed logs from an ICALL system used in a randomized controlled field study where 205 German learners of English in secondary school received either general or specific corrective feedback on grammar exercises. In addition to explicit pre-/post-test results, we derived 19 learning process variables from the system log. Exploratory factor analysis revealed three latent factors underlying these process variables: effort,accuracy focus, and time on task. Accuracy focus and finish time (a process variable that did not load well on any factors) significantly predicted pre-/post-test gain scores with a medium effect size. We then clustered learners based on their process patterns and found that the specific feedback group tended to demonstrate particular learning processes and that these patterns moderate the advantage of specific feedback. We discuss the implications of analyzing system logs for SLA, CALL, and education researchers and call for more collaboration.

Agile and generic work values of British vs Indian IT workers: a culture-clash case

PurposeAfter deciding to become agile, many information technology (IT) units struggle; they underestimate the needed managerial expertise to alter their current culture toward an agile one, particularly when cross-cultural (f)actors are involved. Given that work values are the key to an organizational culture, the study derived a set of agile work values of culturally diverse IT professionals together with a set of well-known generic work values. Consequently, the authors illustrate that managers in charge of the transition to an effective agile culture must pay serious attention to the specific value constellations of its often highly diverse workforce.Design/methodology/approachA literature review resulted in an initial list of agile work values. Then, mainly through a Delphi round, 12 agile-specific work values were established. These were survey rated, along with the validated set of 18 generic work values, by 102 British and Indian IT professionals in a digital service and consulting firm that was requested by its client to become agile. The observations made in 14 feedback group-interview-type dialogs enriched the surveyed data further.FindingsIn the current exploratory study, four generic value dimensions were complemented by two agile-specific ones: team communication and shared responsibility. Among the British and Indian (on-site and offshore) workers, only 2 of the 30 current work values were shared while 7 significant value differences were found, explaining the noted employee bitterness, productivity losses and client disengagement. This situation was reflected in the many discrepancies between the professionals' ideal agile way of working and how their unit was currently functioning.Originality/valueThe multi-method study shows an over-optimistic approach to becoming agile in a common cross-cultural context; insights are gained on how to optimize agile ways of organizing IT work when British IT workers collaborate with Indian IT workers. It may benefit many agile practitioners and managers working with(in) cross-culturally mixed and partly remote teams.

The Influence of Feedback Content and Feedback Time on Multimedia Learning Achievement of College Students and Its Mechanism

This study investigated the content of feedback (adaptive, elaborated, and knowledge of correct response, KCR) and time (Immediate and Delayed) influences on multimedia learning of college students. Students from the Northeast Normal University (N = 157) were randomly assigned to one of the six experimental conditions. We tried to explain the influence mechanisms of different feedback effects through subjectively reported motivation, cognitive load, and eye movement trajectory during the feedback period. The results showed that (1) different feedback methods in terms of feedback time and feedback content have significantly different effects on scores. Among them, scores of the immediate feedback group were significantly higher than those of the delayed feedback group, and the scores of the adaptive feedback (AF) group were significantly higher than those of the elaborated feedback (EF) group and the knowledge of the correct response feedback group. (2) Different types of feedback contents have significantly different effects on motivation. The motivation scores reported by the AF group and EF group were significantly higher than those reported by the knowledge of the correct response feedback group. (3) Different feedback methods in terms of feedback time and feedback content had significantly different effects on subjective germane cognitive load reports. Among them, the germane cognitive load score of the immediate feedback group was significantly higher than that of the delayed feedback group. The germane cognitive load scores reported by the AF group were significantly higher than those reported by the EF group and knowledge of the correct response feedback group. (4) The germane cognitive load plays a partial mediating role between the AF and post-test scores. (5) Different feedback methods in feedback time have different effects on eye movement fixation trajectory, which shows that the subjects in the immediate feedback group were significantly less than those in the delayed feedback group in fixation count and fixation time in the interest area of the stem. (6) Consistent with our hypothesis, different feedback methods in feedback content have different effects on eye movement trajectory. In summary, the results show that the AF initiated in this study has a positive effect on multimedia learning of college students; it not only provides empirical evidence for cognitive load theory but also helps educators design adaptive learning feedback according to responses of students.

Sustainability of INFORM: A Complex Team-Based Improvement Intervention in Long-Term Care

Improving Nursing Home Care Through Feedback On perfoRMance Data (INFORM) was a complex, theory-based, three-arm, parallel cluster-randomized trial. In 2015–2016, we successfully implemented two theory-based feedback strategies (compared to a standard approach to feedback) to increase nursing home (NH) care aides’ involvement in formal communications about resident care (formal interactions [FI], the primary outcome). Here, we report the extent to which FI was sustained 2.5 years following withdrawal of intervention supports. We also report on several determinants of sustainability. We analyzed data from 18 NHs (46 units, 529 care aides) in the control group, 19 NHs (60 units, 731 care aides) in the basic assisted feedback group (BAF), and 14 homes (41 units, 537 care aides) in the enhanced assisted feedback group (EAF). We assessed sustainability of FI, using repeated measures, hierarchical mixed models, adjusted for care aide, care unit and facility variables. In EAF, FI scores increased from T1 (baseline) to T2 (end of intervention) (1.30–1.42, p=0.010), remaining stable at T3 (long-term follow-up) (1.39 p=0.065). FI scores in BAF increased from T1 to T2 (1.33–1.44, p=0.003) and continued to increase at T3 (1.49, p<0.001). In the control group, FI did not change from T1 to T2 (1.25–1.24, p=0.909), but increased at T3 (1.38, p=0.003). Better culture, evaluation and fidelity enactment significantly increased FI at long-term follow-up. Theory-informed feedback provides long lasting benefits in care aides' involvement in FI. Greater intervention intensity neither implies greater effectiveness nor sustainability. Modifiable context elements and fidelity enactment may facilitate sustained improvement.

Regular feedback on inter-hospital transfer improved the clinical outcome and survival in patients with multiple trauma: a retrospective cohort study

Background Undertriage of major trauma patients is unavoidable, especially in the trauma system of rural areas. Timely stabilization and transfer of critical trauma patients remains a great challenge for hospitals with limited resources. No definitive measure has been proven to improve the outcomes of patients transferred with major trauma. The current study hypothesized that regular feedback on inter-hospital transfer of patients with major trauma can improve quality of care and clinical outcomes. Method This retrospective cohort study retrieved data of transferred major trauma patients with an injury severity score (ISS) > 15 between January 2010 and December 2018 from the trauma registry databank of a tertiary medical center. Regular monthly feedback on inter-hospital transfers was initiated in 2014. The patients were divided into a without-feedback group and a with-feedback group. Demographic data, management before transfer, and outcomes after transfer were collected and analyzed. Results A total of 178 patients were included: 69 patients in the without-feedback group and 109 in the with-feedback group. The with-feedback group had a higher ISS (25 vs. 27; p = 0.049), more patients requiring massive transfusion (14.49% vs. 29.36%, p = 0.036), and less patients with Glasgow Coma Scale ≤8 (30.43% vs. 23.85%, p < 0.001). After adjusting for confounding factors, the with-feedback group was associated with a higher rate of blood transfusion before transfer (adjusted odds ratio [aOR]: 2.75; 95% confidence interval [CI]: 1.01–7.52; p = 0.049), shorter time span before blood transfusion (− 31.80 ± 15.14; p = 0.038), and marginally decreased mortality risk (aOR: 0.43; 95% CI: 0.17–1.09; p = 0.076). Conclusion This study revealed that regular feedback on inter-hospital transfer improved the quality of blood transfusion.

Lifestyle Modification Using a Wearable Biometric Ring and Guided Feedback Improve Sleep and Exercise Behaviors: A 12-Month Randomized, Placebo-Controlled Study

Purpose: Wearable biometric monitoring devices (WBMD) show promise as a cutting edge means to improve health and prevent disease through increasing accountability. By regularly providing real-time quantitative data regarding activity, sleep quality, and recovery, users may become more aware of the impact that their lifestyle has on their health. The purpose of this study was to examine the efficacy of a biometric tracking ring on improving sleep quality and increasing physical fitness over a one-year period.Methods: Fifty-six participants received a biometric tracking ring and were placed in one of two groups. One group received a 3-month interactive behavioral modification intervention (INT) that was delivered virtually via a smartphone app with guided text message feedback (GTF). The other received a 3-month non-directive wellness education control (CON). After three months, the INT group was divided into a long-term feedback group (LT-GTF) that continued to receive GTF for another nine months or short-term feedback group (ST-GTF) that stopped receiving GTF. Weight, body composition, and VO2max were assessed at baseline, 3months, and 12months for all participants and additionally at 6 and 9months for the ST-GTF and LT-GTF groups. To establish baseline measurements, sleep and physical activity data were collected daily over a 30-day period. Daily measurements were also conducted throughout the 12-month duration of the study.Results: Over the first 3months, the INT group had significant (p&lt;0.001) improvements in sleep onset latency, daily step count, % time jogging, VO2max, body fat percentage, and heart rate variability (rMSSD HRV) compared to the CON group. Over the next 9months, the LT-GTF group continued to improve significantly (p&lt;0.001) in sleep onset latency, daily step count, % time jogging, VO2max, and rMSSD HRV. The ST-GTF group neither improved nor regressed over the latter 9months except for a small increase in sleep latency.Conclusion: Using a WBMD concomitantly with personalized education, encouragement, and feedback, elicits greater change than using a WBMD alone. Additionally, the improvements achieved from a short duration of personalized coaching are largely maintained with the continued use of a WBMD.

Comparison of Self Versus Expert-assisted Feedback for Cricothyroidotomy Training

The self-video feedback method may have the potential to provide a low-cost alternative to physician-driven simulation-based training. This study aimed to assess the utility of video feedback by comparing the improvement in procedural performance when trainees received self-video feedback (trainees review their performance alone) and expert-assısted video feedback (trainees review their performance while an emergency physician provides additional feedback). This study was performed at a university simulation center with 89 final-year medical students and used a cricothyroidotomy simulation model. Following the educational presentation and the best practice video, trainees were randomized into two groups (self video-feedback and expert assisted video-feedback). They performed the cricothyroidotomy before and after the feedback, The procedures were recorded and scored. Scoring were made using a pre-defıned checklist. Mann Whitney U test and Wilcoxon test were used to analyze non-normally distributed data. For the analysis of normally distributed data, Student t-test and Paired Samples t-test were used. Results demonstrated significant improvement in cricothyroidotomy performance with both types of video feedback. The improvement was significantly greater in the expert-assisted video feedback group. We think that simulation-based training is effective with self video feedback.

Improvements in Middle-Schoolers’ Performance and Motivation to Practice: An Experimental Investigation of Accurate Feedback in a Motor Task

The present field experiment investigated the effects of accurate and non-accurate performance feedback on causal attributions, success expectancy, performance, and persistence on a motor task. Forty-six male middle-schoolers were randomly assigned to a Contingent (accurate) feedback, Non-contingent (non-accurate) feedback, or Control (no feedback) group and completed a challenging motor task. An initial treatment phase provided either accurate contingent feedback or yoked non-contingent feedback during the task, and measured task performance, attributions about performance, and success expectancy about future performance. A subsequent testing phase (same task) used the same measures and added a measure of motivation (persistence). Compared to the Contingent and Control groups, Noncontingent outcome feedback during the initial treatment phase led to more personally uncontrollable attributions, lower success expectancy, poorer performance, and lower persistence in the subsequent test phase. Despite a high rate of failure in the motor task for both feedback groups in the treatment phase, the Contingent group—getting accurate feedback about performance—had a higher sense of personal control and expectancy of success than the Non-contingent feedback group initially, and maintained these perceptions in the subsequent test phase where they also had better performance and higher levels of persistence than the Non-contingent group. Non-contingent feedback in an initial motor task appears to induce helplessness deficits in subsequent task performance and persistence. In contrast, providing accurate (contingent) feedback about achieved performance appears to protect against performance and motivational losses.

Individual versus general structured feedback to improve agreement in grant peer review: a randomized controlled trial

Background Vast sums are distributed based on grant peer review, but studies show that interrater reliability is often low. In this study, we tested the effect of receiving two short individual feedback reports compared to one short general feedback report on the agreement between reviewers. Methods A total of 42 reviewers at the Norwegian Foundation Dam were randomly assigned to receive either a general feedback report or an individual feedback report. The general feedback group received one report before the start of the reviews that contained general information about the previous call in which the reviewers participated. In the individual feedback group, the reviewers received two reports, one before the review period (based on the previous call) and one during the period (based on the current call). In the individual feedback group, the reviewers were presented with detailed information on their scoring compared with the review committee as a whole, both before and during the review period. The main outcomes were the proportion of agreement in the eligibility assessment and the average difference in scores between pairs of reviewers assessing the same proposal. The outcomes were measured in 2017 and after the feedback was provided in 2018. Results A total of 2398 paired reviews were included in the analysis. There was a significant difference between the two groups in the proportion of absolute agreement on whether the proposal was eligible for the funding programme, with the general feedback group demonstrating a higher rate of agreement. There was no difference between the two groups in terms of the average score difference. However, the agreement regarding the proposal score remained critically low for both groups. Conclusions We did not observe changes in proposal score agreement between 2017 and 2018 in reviewers receiving different feedback. The low levels of agreement remain a major concern in grant peer review, and research to identify contributing factors as well as the development and testing of interventions to increase agreement rates are still needed. Trial registration The study was preregistered at OSF.io/n4fq3.