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Young children's experience and preference of feedback - Sense and sensibility

Tärning, Betty LU ; Sjödén, Björn LU ; Gulz, Agneta LU and Haake, Magnus LU (2018) In Interaction Design and Architecture(s) p.206-230
Abstract


This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. Forty-five (45) children, 8- to 12-years-old, from three Swedish school classes used the game during four math lessons. The focus was on how feedback to the students regarding their teachable agents learning progression - and different detailedness of such feedback - affects how the students (in a teacher role) experience the learning game. The results suggest that students were positive towards receiving immediate and continuous feedback, but their preferences with respect to the detailedness of the feedback differed... (More)


This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. Forty-five (45) children, 8- to 12-years-old, from three Swedish school classes used the game during four math lessons. The focus was on how feedback to the students regarding their teachable agents learning progression - and different detailedness of such feedback - affects how the students (in a teacher role) experience the learning game. The results suggest that students were positive towards receiving immediate and continuous feedback, but their preferences with respect to the detailedness of the feedback differed according to their age. We found a divergence as to the preferred number of bars, where the 3
rd
and 5
th
graders preferred 1 or 3 bars but where the 2
nd
graders preferred the more detailed version (6 bars) despite their lack of understanding of what the different bars represented.

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Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Educational technology, Mathematics, Recursive feedback, Teachable agents
in
Interaction Design and Architecture(s)
issue
37
pages
25 pages
publisher
Scuola IaD
external identifiers
  • scopus:85065502220
ISSN
1826-9745
language
English
LU publication?
yes
id
1fcc5c49-6471-4d42-9d16-4019bd36716f
date added to LUP
2019-06-04 14:31:40
date last changed
2020-01-13 01:58:00
@article{1fcc5c49-6471-4d42-9d16-4019bd36716f,
  abstract     = {<p><br>
                                                         This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. Forty-five (45) children, 8- to 12-years-old, from three Swedish school classes used the game during four math lessons. The focus was on how feedback to the students regarding their teachable agents learning progression - and different detailedness of such feedback - affects how the students (in a teacher role) experience the learning game. The results suggest that students were positive towards receiving immediate and continuous feedback, but their preferences with respect to the detailedness of the feedback differed according to their age. We found a divergence as to the preferred number of bars, where the 3                             <br>
                            <sup>rd</sup><br>
                                                          and 5                             <br>
                            <sup>th</sup><br>
                                                          graders preferred 1 or 3 bars but where the 2                             <br>
                            <sup>nd</sup><br>
                                                          graders preferred the more detailed version (6 bars) despite their lack of understanding of what the different bars represented.                         <br>
                        </p>},
  author       = {Tärning, Betty and Sjödén, Björn and Gulz, Agneta and Haake, Magnus},
  issn         = {1826-9745},
  language     = {eng},
  number       = {37},
  pages        = {206--230},
  publisher    = {Scuola IaD},
  series       = {Interaction Design and Architecture(s)},
  title        = {Young children's experience and preference of feedback - Sense and sensibility},
  year         = {2018},
}