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Choosing Negative Feedback Improves Learning for Students of All Ages: A Game-based Assessment of Seeking Negative Feedback and Revising

  • Author(s) / Creator(s)
  • This research examines the effect of age on students’ choices to seek negative feedback and to revise, as well as on students’ learning based on these choices. We designed Posterlet, an assessment game that measures the choices to seek negative feedback and to revise. In this study, 764 students played Posterlet, in which they designed posters and learned graphical design principles from feedback. Results showed that seeking negative feedback correlated with revision and with learning of graphical design principles. Notably, age did not influence the frequency of seeking negative feedback and it did not moderate the relation between seeking negative feedback and learning. We demonstrate that it is possible to measure learning choices, and we provide evidence that such behaviors are worth measuring and, perhaps, teaching to all ages.

  • Date created
    2014
  • Subjects / Keywords
  • Type of Item
    Conference Paper
  • DOI
    https://doi.org/10.7939/R3ZC7S76J
  • License
    © 2014. LICE-2014. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
  • Language
  • Citation for previous publication
    • Cutumisu, M., and Schwartz, D. (2014). Choosing Negative Feedback Improves Learning for Students of All Ages: A Game-based Assessment of Seeking Negative Feedback and Revising. London International Conference on Education Proceedings, (), 171-176.