Effects of Learner Control over Feedback in Computer-Based Instruction.

Although both learner control and feedback have been heavily researched, very little research has been conducted on giving learners control over the feedback which they receive. The purpose of this study was to examine the effect of learner control of feedback in a computer assisted instruction (CAI) lesson. The independent variables were type of control (learner or program) and level of feedback (verification or elaboration), The dependent variables were performance on a posttest, attitude toward the program, and time to study feedback. The subjects, who were 100 undergraduate education majors enrolled in an educational psychology class at a large southwestern university, used one of four CAI programs which provided either program control or learner control over verification or elaboration feedback. Results indicated that subjects who received elaboration feedback during instruction performed better than students who received verification feedback. Type of control did not have a significant influence on performance. Implications of these findings for the design of CAI are discussed. (17 references) (Author/BBM)