Two is better than one? Synergy and interaction effects of computer-based feedback and strategy instruction on students' writing expository texts

• Applicant: Professor Dr. Andreas Lachner
• Subject Area: Developmental and Educational Psychology ; General and Domain-Specific Teaching and Learning
• Term: from 2019 to 2022
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 418402370

• Final Report Year: 2023

Final Report Abstract

Individual learning phases are often discussed to be considerably demanding for learners. Computer-based feedback and strategy instruction are regarded as effective means to support individual learning processes. However, it is unclear 1) how effective computerbased feedback should be designed and 2) how these two instructional means (computerbased feedback and strategy instruction) should be combined. To address these questions, two research syntheses (a systematic review and a meta-analysis) were conducted in the context of expository writing, along with four experimental studies in the context of physics. These experimental studies particularly considered person-centered cognitive, metacognitive, and motivational-affective factors during learning. Overall, we found that computer-based feedback was not necessarily effective; its effectiveness depended on contextual factors. Regarding feedback-related factors, in both subject domains, we demonstrated that the elaboration of feedback was crucial for learning: Elaborated feedback significantly enhanced the performance of learners compared to those who received generic or corrective feedback. Even in combination with instruction, only elaborated feedback resulted in additive effects, while the combination of instruction with corrective feedback had no effect or even resulted in reducing effects. The perceived arousal during feedback processing could explain the reducing effect of combining feedback and strategy instruction. However, the order in which strategy instruction and elaborated feedback was presented did not affect learning. In summary, computer-based feedback can be a meaningful addition in individual learning phases. Feedback should be especially specific and elaborated. Reducing combination effects particularly may result when corrective feedback is provided due to affective processing.

Publications

• Learning by writing explanations: computer-based feedback about the explanatory cohesion enhances students’ transfer. Instructional Science, 47(1), 19-37.
  Lachner, Andreas & Neuburg, Carmen
  
• Assisting students’ writing with computer-based concept map feedback: A validation study of the CohViz feedback system. PLOS ONE, 15(6), e0235209.
  Burkhart, Christian; Lachner, Andreas & Nückles, Matthias
  
• CohViz
  Burkhart, C.; Lachner, A. & Nückles
  
• Effects of textbased modeling examples and concept-map feedback on students’ argumentative writing. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany.
  Wagner, S.; Lachner, A.; Nückles, M.; Burkhart, C. & Jacob, L.
  
• Digitalisierung in der Bildung: Ein Status-Quo-Bericht und adaptive Perspektiven. Keynote im Rahmen der dieS-Sommerschule 2021: Digitalität und Schreiben, PH Zürich.
  Lachner, A.
  
• Feedback – Ja, klar?! Digitale Medien zur Förderung von Schreibkompetenzen. leseforum.ch, 3, 1–16.
  Wagner, S. & Lachner, A.
  
• Scaffolding students’ revision processes with prior-strategy instruction and formative feedback. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg, Sweden, online conference.
  Wagner, S.; Lachner, A.; Nückles, M.; Burkhart, C. & Jacob, L.
  
• Using educational technology to scaffold students’ academic writing. EARLI. Gothenburg, Sweden, online conference.
  Wagner, S. & Lachner, A.
  
• Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations.. Journal of Educational Psychology, 113(5), 998-1023.
  Burkhart, Christian; Lachner, Andreas & Nückles, Matthias
  
• Where to Next? Mapping the Landscape of Research on Computer-Based Feedback on Writing. EARLI. Gothenburg, Sweden, online conference.
  Wagner, S.; Schneider, J. & Lachner, A.
  
• Computerbasiertes Feedback zur adaptiven Förderung von Schreibkompetenzen. 9. GEBF-Tagung. Bamberg, Deutschland (online).
  Wagner, S.; Schneider, J. & Lachner, A.
  
• Effects of prior instruction and elaborated feedback on students‘ learning. EARLI Special Interest Group (SIG) 6 & 7 Conference. Bern, Schweiz.
  Wagner, S.; Jacob, L.; Weiler, D.; Burde, J.-P.; Hoogerheide, V.; Scheiter, K. & Lachner, A.
  
• Feedback und Beurteilen im digitalen Klassenzimmer. Vortrag im Rahmen der Ringvorlesung „Relativität und Normativität in Beurteilungs- und Bewertungssituationen“ der Tübingen School of Education.
  Lachner, A.
  
• Effects of prior Instruction and feedback on students‘ learning. European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece.
  Wagner, S.; Sibley, L.; Weiler, D.; Burde, J.-P.; Scheiter, K. & Lachner, A.
  
• Schreibkompetenzen durch computerbasiertes Feedback fördern – Aber wie? Herbstschule des Symposions Deutschdidaktik. Zürich, Switzerland.
  Wagner, S.
  
• The more, the better? Learning with feedback and instruction. Learning and Instruction, 89, 101844.
  Wagner, Salome; Sibley, Leonie; Weiler, David; Burde, Jan-Philipp; Scheiter, Katharina & Lachner, Andreas