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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Right or wrong? How feedback content and source influence children's mathematics performance and persistence.

Megan Merrick1, Emily R Fyfe1

  • 1Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA.

Journal of Experimental Child Psychology
|February 6, 2024
PubMed
Summary
This summary is machine-generated.

Corrective feedback in math tasks impacts children's learning. Verification cues reduced persistence, while feedback from both a computer and a person fostered resilience and accuracy in young learners.

Keywords:
FeedbackMathematical equivalenceMotivationPersistenceStrategy use

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Developmental Psychology

Background:

  • Understanding how corrective feedback impacts learning is crucial for educational interventions.
  • Research on feedback in mathematics education needs to explore content and source variations.
  • Motivational outcomes, such as persistence and strategy use, are key indicators of learning effectiveness.

Purpose of the Study:

  • To investigate the influence of corrective feedback content (correct answer alone vs. with verification) and source (computer alone vs. computer with person) on children's math performance and motivation.
  • To analyze how feedback features affect persistence, strategy variability, and reliance on entrenched strategies.
  • To identify feedback conditions that promote accuracy and resilience in elementary school-aged children.

Main Methods:

  • Elementary school-aged children (N=130) completed a mathematics task involving equivalence problems during a Zoom session.
  • Participants were assigned to experimental conditions varying feedback content and source.
  • Data collected included performance metrics, persistence, and strategy variability.

Main Results:

  • Feedback with verification cues decreased persistence and strategy variability, increasing reliance on established strategies.
  • Computer-only feedback improved accuracy, but combined computer-and-person feedback yielded the most resilient children.
  • Children receiving feedback with verification showed less adaptive learning behaviors.

Conclusions:

  • The content and source of corrective feedback significantly modulate children's learning behaviors and motivational outcomes in mathematics.
  • Feedback verification cues may inadvertently hinder adaptive strategy development and persistence.
  • A blended feedback approach (computer and human) appears most effective for fostering resilience and accuracy in young learners.