Download the full-sized PDF of Exploring Differential Levels of Feedback in Digital Learning ObjectsDownload the full-sized PDF



Permanent link (DOI):


Export to: EndNote  |  Zotero  |  Mendeley


This file is in the following communities:

Graduate Studies and Research, Faculty of


This file is in the following collections:

Theses and Dissertations

Exploring Differential Levels of Feedback in Digital Learning Objects Open Access


Other title
Digital learning objects
learning objects
Type of item
Degree grantor
University of Alberta
Author or creator
Sumner, Todd M
Supervisor and department
Patricia Boechler (Educational Psychology)
Examining committee member and department
Cathy Adams (Secondary Education)
Michael Carbonaro (Educational Psychology
Florence Glanfield (Secondary Education)
Jacqueline Leighton (Educational Psychology)
Department of Educational Psychology
Psychological Studies in Education
Date accepted
Graduation date
2017-06:Spring 2017
Doctor of Philosophy
Degree level
The paper explores the effect of embedding differential levels of elaborated feedback into digital learning objects. The effect of the embedded feedback is also considered in relation to computer experience and learner characteristics. Three digital learning objects were developed for this study and were based on three Calculus topics that were common to all of the participants in their post-secondary Engineering courses. Three experiments were conducted using the three separate digital learning objects and participants within each of the digital learning object groups, were randomly assigned to one of three different treatment conditions; simple feedback, positive feedback and negative feedback. The participants used the digital learning objects as regularly scheduled activities in their classroom activities with the learning objects and subsequent posttests delivered through the Moodle Learning Management System. Results were analysed using a two-way analysis of variance (ANOVA) and indicated that there was no significant difference between simple, positive and negative feedback directly, however, when analyzing the results in relation to computer experience, it was found that test score results for participants receiving positive and negative feedback were significantly higher for participants with high computer attitude. This study is expands on research on feedback on the use of feedback in the learning context of digital learning objects and in relation to the learner characteristic of computer attitude. As Hatziapostolou and Paraskakis (2010) have noted, feedback is an important component in all learning contexts, and as Van der Kleij, Feskens and Eggen (2015) have suggested, there has been little further experiments in feedback should also account for the learning context. Furthermore, they also suggest that additional research in feedback should include learner characteristics.
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
Citation for previous publication

File Details

Date Uploaded
Date Modified
Audit Status
Audits have not yet been run on this file.
File format: pdf (PDF/A)
Mime type: application/pdf
File size: 3936900
Last modified: 2017:06:13 12:23:52-06:00
Filename: Sumner_Todd_M_201703_PhD.pdf
Original checksum: 01893f7d4e6bac6f3b83afdea4202f89
Activity of users you follow
User Activity Date