The instructional effect of verbal/visual feedback in visualized instruction

This study was designed to measure the instructional effect of verbal/visual beedback in facilitating S achievement and to determine whether the amount of realistic detail contained in the visualization influences S achievement. Two hundred sixty-seven university students were randomly assigned to one of three presentation method. Ss received a pretest, participated in their respective instructional presentation, and received four individual criterion measures. Results indicate that all feedback strategies are not equally effective in facilitating student achievement of different educational objectives and that specific feedback techniques may be so elaborate as to interfere with rather than facilitate achievement.