Motivation and emotion predict medical students' attention to computer-based feedback

Area of Science:

• Medical Education
• Cognitive Psychology
• Educational Technology

Background:

• Effective learning requires student attention to feedback.
• Computer-based learning environments present unique challenges for feedback engagement.
• Understanding factors influencing attention is crucial for optimizing educational software.

Purpose of the Study:

• To investigate how personal factors (achievement goal orientations, emotions) and feedback presentation influence novice medical students' attention to feedback in a clinical reasoning environment.
• To identify specific goal orientations and emotions that promote or hinder feedback attention.
• To inform the design of more effective computer-based learning tools.

Main Methods:

• Novice medical students (N=28) used the BioWorld computer environment to solve clinical reasoning cases.
• Achievement goal orientations were measured via questionnaires.
• Think-aloud protocols captured problem-solving and feedback review processes.
• Feedback emotions (pride, relief, joy, shame, anger) were assessed post-case.
• Attention to feedback segments was statistically modeled using logistic regression and generalized estimating equations.

Main Results:

• Not all available feedback was attended to by students.
• Performance-avoidance goals and shame positively predicted attention to feedback.
• Performance-approach goals and relief negatively predicted attention to feedback.
• The visual display of feedback also impacted student attention.

Conclusions:

• Student attention to feedback is selective and influenced by individual differences and emotions.
• Specific achievement goals (performance-avoidance) and emotions (shame) can enhance feedback engagement.
• Conversely, other goals (performance-approach) and emotions (relief) may reduce attention.
• Findings have implications for designing educational technology to improve clinical reasoning skills.