【作者】 王静； 姜甜甜； 龚少英；

【Author】 Jing Wang;Tiantian Jiang;Shaoying Gong;School of Psychology,Central China Normal University;

【机构】 华中师范大学心理学院；

【摘要】 以往研究已经发现基于计算机的反馈是一种有效的教学干预方式,但不同精细反馈对学习的作用仍然没有定论,这可能是因为精细反馈对学习的影响会受到反馈特征(如反馈内容)或学习者特征等因素的影响。反馈领域相关研究多是关注与任务解决相关的正确信息,在这种情况下,学习者会被动地接受反馈中的解题信息,难以进行深层加工,如果能够帮助学习者分析其错误原因并修正其原有认知,可能有助于充分发挥错误的价值。此外,以往研究多是呈现一次反馈信息,学习者没有机会将反馈信息即时应用到第二次或多次尝试中,无法检查学习者是否达到了掌握水平,并且对错误有不同反应的学习者在接收到反馈后可能会有不同的表现。基于此,本研究聚焦于从错误中学习的视角设计了两个实验,探究反馈中的错误线索和呈现次数如何影响学习,以及个体对错误的适应性反应是否会调节错误线索对学习的影响。实验1采用2(错误线索:有vs无)×2(反馈呈现次数:1次vs 2次)的两因素被试间设计,以113名初中生为对象,探究有无错误线索和反馈的呈现次数对其数学学习的影响,结果发现:(1)与无错误线索相比,反馈中的错误线索能提高学习者的相关认知负荷和迁移成绩;(2)与呈现1次反馈信息相比,呈现2次反馈信息能提高学习者的积极情绪和相关认知负荷;(3)错误线索和呈现次数交互影响迁移成绩。当呈现2次反馈信息时,接受了错误线索的学习者有更好的迁移成绩。基于实验1的结果,实验2以220名初中生为对象,在呈现2次反馈信息的基础上探究了个体对错误的适应性反应在错误线索影响学习中的调节作用并发现:(1)错误线索提高了学习者的相关认知负荷和迁移成绩,验证了实验1的结果;(2)个体对错误的情感-动机适应性反应调节了错误线索对内部认知负荷和动机的影响;(3)个体对错误的行为适应性反应调节了错误线索对内部认知负荷、动机和迁移成绩的影响。本研究启发教学设计者要考虑学习者的特征和其错误来设计和提供反馈信息。更多还原

【Abstract】 Previous studies have found that computer-based feedback to be an effective instructional intervention,but the role of different types of elaborated feedback on learning is still uncertain,probably because of the effect of elaborated feedback can be affected by feedback characteristics(e.g.,feedback content) or learners’ characteristics.Most studies in the field of feedback focused on correct information related to task solving,in which learners passively accept it and found it difficult to process feedback deeply,and it might help to fully utilize the value of errors if learners could be assisted to analyze the reasons for their errors and revised their original cognition.In addition,previous studies mostly present feedback information once,and learners cannot have the opportunity to apply the feedback information instantly to a second or multiple attempts to check whether they have reached the mastery level,and learners who respond differently to errors may perform differently after receiving the feedback.Based on this,this study focused on the learning-from-errors perspective by designing two experiments to investigate how error clue and frequency in feedback affect learning,and whether individuals’ adaptive responses to errors could moderate the effect of error clue on learning.Experiment 1 used a 2(error clue:yes vs.no) × 2(feedback frequency:1 time vs.twice) two-factor between subjects design with 113 junior high school students to explore the effects of the error clue and feedback frequency on their learning in mathematics,and the results found that(1) compared to no error clue,error clue increased learners’ germane cognitive load and transfer performance;(2) learners of the group with twice feedback reported more positive emotion and higher germane cognitive load than those with 1 time feedback;(3) error clue and feedback frequency interacted to affect transfer performance.Learners who received the error clue had better transfer performance when presented twice feedback.Based on the results of experiment 1,experiment 2 investigated the moderating role of individual adaptive responses to errors in the influence of error clue on learning based on presenting twice feedback,and revealed that:(1) error clue improved learners’ germane cognitive load and transfer performance,which verified the results of experiment 1;(2)individual affective-motivational adaptive responses to errors moderated the effects of error clue on intrinsic cognitive load and motivation;(3) individual action adaptive responses to errors moderated the effects of error clue on intrinsic cognitive load,motivation,and transfer performance.This study can inspire instructional designers to pay attention to learners’ characteristics and their errors when they design and provide feedback.更多还原