Background

Strategy instruction and formative feedback are powerful instructional strategies to support learning. However, combining them may not necessarily be effective. Previous research on the combination of strategy instruction and feedback produced both additive and reducing effects on learning. It is an open question whether and under which conditions combining strategy instruction and feedback enhances students’ learning.

Aims

We investigated potential synergy and interaction effects of combining strategy instruction and feedback on learning in physics, the underlying mechanisms, and their generalizability (elaboration level of feedback, instructional sequence).

Sample

We conducted three online experiments (N₁ = 437, N₂ = 310, N₃ = 166) with university students.

Method

In Experiment 1 and 2, in the learning phase, participants read a strategy instruction or no instruction. In a subsequent practice phase, they solved troubleshooting tasks on electric circuits and received either feedback or no feedback. In Experiment 3, students were randomly assigned to one of three conditions (no intervention, learning phase first, practice phase first). We used the same material for all experiments.

Results

In Experiment 1, we found no additive combination effects of strategy instruction and corrective feedback. Surprisingly, for far transfer, corrective feedback reduced the effect of prior instruction. Contrarily, in Experiment 2, we obtained additive effects by combining strategy instruction with elaborated feedback. Experiment 3 showed that these additive findings were irrespective of the instruction-feedback-sequence.

Conclusions

Our findings indicate that the elaboration level of feedback determines whether combining instruction and feedback produces additive or reducing effects.

中文翻译：

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越多越好？通过反馈和指导进行学习

背景

策略指导和形成性反馈是支持学习的强大教学策略。然而，将它们结合起来并不一定有效。先前关于策略指导和反馈相结合的研究对学习产生了加性和减性效应。结合策略指导和反馈是否以及在什么条件下可以增强学生的学习是一个悬而未决的问题。

目标

我们研究了物理学习中策略指导和反馈相结合的潜在协同和相互作用效应、潜在机制及其普遍性（反馈的精细程度、教学顺序）。

样本

 我们对大学生进行了三项在线实验（N ₁  = 437、N ₂  = 310、N _{3 = 166）。}

方法

在实验1和实验2中，在学习阶段，参与者阅读策略指令或不阅读指令。在随后的练习阶段，他们解决了电路的故障排除任务，并收到反馈或没有反馈。在实验 3 中，学生被随机分配到三种条件之一（无干预、学习阶段第一、实践阶段第一）。我们在所有实验中使用相同的材​​料。

结果

在实验1中，我们没有发现策略指导和纠正反馈的加性组合效应。令人惊讶的是，对于远转移，纠正反馈降低了先前指令的效果。相反，在实验2中，我们通过将策略指导与详细反馈相结合获得了累加效应。实验 3 表明这些附加结果与指令反馈顺序无关。

结论

我们的研究结果表明，反馈的详细程度决定了指令和反馈的结合是否会产生叠加效应或减弱效应。