Feedback Effects in Computer-Based Skill Learning
Abstract
This paper reports several experiments that investigated how performance feedback in a computer-based training environment affected students' acquisition of cognitive skills requiring substantial practice. College students worked on category-search or electronic troubleshooting tasks; problems were presented, responses were recorded, and performance feedback was given using microcomputer. We studied the impact of receiving information about (a) temporal trends in one's own performance (i.e., intrapersonal feedback alone) and (b) temporal trends in both one's own and others' performance (i.e., joint intrapersonal and interpersonal feedback). In regard to intrapersonal feedback alone, we assessed how different types of 'absolute' performance information (e. g., weighted vs. unweighted averages of reaction times on previous trials) affected students' learning. Results indicated that these manipulations had only weak effects. In regard to joint intrapersonal and interpersonal feedback, we assessed how different types of 'relative' performance information (e.g., superiority vs. inferiority vis-a-vis others) affected students' learning. Here, evidence revealed that the type of feedback students received influenced how well they performed. It was suggested that the impact of intrapersonal and intrapesonal feedback will be affected by the amount of practice time needed to achieve proficiency. Feedback may have a larger effect with extended training periods representative of normal classroom instruction.
Document Details
- Document Type
- Technical Report
- Publication Date
- Sep 12, 1989
- Accession Number
- ADA214560
Entities
People
- John M. Levine
- Walter Schneider
Organizations
- University of Pittsburgh