The Effect of Computer-Based Feedback in Game-Like Fluid Reasoning Tasks

Authors

  • Šárka Portešová Masaryk University, Faculty of Social Studies, The Institute for Research on Children, Youth and Family https://orcid.org/0000-0002-8107-5981
  • Michal Jabůrek Masaryk University, Faculty of Social Studies, The Institute for Research on Children, Youth and Family https://orcid.org/0000-0001-5994-0441
  • Adam Ťápal Masaryk University, Faculty of Social Studies, The Institute for Research on Children, Youth and Family
  • Ondřej Straka Masaryk University, Faculty of Social Studies, The Institute for Research on Children, Youth and Family https://orcid.org/0000-0001-5631-8825

DOI:

https://doi.org/10.31577/sp.2022.02.845

Keywords:

feedback, learning, game-based performance tests, metacognition

Abstract

We focused on the effect of various types of feedback in a game-based logical reasoning test called Triton and the Hungry Ocean in elementary school students (grades 3-6, total N = 447). We formed four experimental feedback condition groups: no feedback (A), simple (B), elaborated (C), and learner-controlled feedback (D). We did not see a positive effect on performance in any of the feedback types. However, in group D, students tended to choose elaborated feedback more often with increasing task difficulty (r = .93). Also, group D students using elaborated feedback more often showed better performance without having a higher average IQ (CFT 20-R). Tracing of latencies after incorrect answers did not show differences in response times between groups. Time spent reviewing feedback after the first error compared to the time spent reviewing feedback for all subsequent incorrect answers differed only for elaborated feedback (C) by approximately 1 second.

Author Biographies

Šárka Portešová, Masaryk University, Faculty of Social Studies, The Institute for Research on Children, Youth and Family

Šárka Portešová is an Associate Professor at the Faculty of Social Studies, Masaryk University, where she works at the Institute for Research on Children, Youth and Family. She teaches Applied Developmental Psychology and her long-term interest and teaching area is psychology of gifted children.

Michal Jabůrek, Masaryk University, Faculty of Social Studies, The Institute for Research on Children, Youth and Family

Michal Jabůrek worked at the Institute for Educational and Psychological Counselling for four years. Currently he is a doctoral candidate at the Faculty of Social Studies, Masaryk University. His area of interest is development and adaptation of tests and scales in the area of intelligence and giftedness.

Adam Ťápal, Masaryk University, Faculty of Social Studies, The Institute for Research on Children, Youth and Family

Adam Ťápal works at the Institute for Research on Children, Youth and Family of Masaryk University. He received his education at Masaryk University and The Ohio State University. His main focus in on data analysis and psychometrics, both in terms of teaching and application.

Ondřej Straka, Masaryk University, Faculty of Social Studies, The Institute for Research on Children, Youth and Family

Ondřej Straka is a lecturer and researcher at the Department of Psychology, Faculty of Social Studies of Masaryk University. The main thrust of his research focuses on the cognition in gifted and talented children and its measuring by means of modern information technologies (eye-tracking, game-based assessment). In addition, he teaches educational psychology and psychological assessment and he inquires into the learning deficits in elementary as well as high school students, primarily dyslexia. Presently, he is a member of a team developing a system for large-scale testing of cognitive abilities in primary school children.

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Published

2022-06-22

How to Cite

Portešová, Šárka, Jabůrek, M., Ťápal, A., & Straka, O. (2022). The Effect of Computer-Based Feedback in Game-Like Fluid Reasoning Tasks. Studia Psychologica, 64(2), 155–172. https://doi.org/10.31577/sp.2022.02.845

Issue

Vol. 64 No. 2 (2022): Studia Psychologica

Section

Articles

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Copyright (c) 2022 Studia Psychologica

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