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Exploring Differential Levels of Feedback in Digital Learning Objects

  • Author / Creator
    Sumner, Todd M
  • 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.

  • Subjects / Keywords
  • Graduation date
    2017-06:Spring 2017
  • Type of Item
    Thesis
  • Degree
    Doctor of Philosophy
  • DOI
    https://doi.org/10.7939/R3K35MS19
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. 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.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Doctoral
  • Department
    • Department of Educational Psychology
  • Specialization
    • Psychological Studies in Education
  • Supervisor / co-supervisor and their department(s)
    • Patricia Boechler (Educational Psychology)
  • Examining committee members and their departments
    • Cathy Adams (Secondary Education)
    • Florence Glanfield (Secondary Education)
    • Jacqueline Leighton (Educational Psychology)
    • Michael Carbonaro (Educational Psychology