Delaying elaborated feedback within computer‐based learning environments: The role of summative and question‐based feedback

다국어 초록 (Multilingual Abstract)

Elaborative feedback (EF) containing explanations on students' responses benefits learning. Computer‐based environments provide learners with EF in different ways, for example, on an immediate question‐by‐question basis or after answering a set of questions. Recent findings also suggest that delaying EF enhances learning. However, it is unclear to what extent different types of delayed‐EF favour students' performance. This study examines whether and how two types of delayed‐EF (question‐based vs. summative) influence students' question‐answering performance and final learning over immediate‐EF. One hundred thirty‐three secondary‐school students read a scientific text and answered 12 multiple‐choice questions in a computer‐based environment. A day later, students completed a final learning test with 20 open‐ended questions. Results showed that neither question‐based delayed EF nor summative delayed EF outperformed immediate EF. However, EF moderated the relationship between students' prior knowledge and their performance outcomes, suggesting that students with higher levels of prior knowledge receiving summative delayed EF benefited more.

Elaborative Feedback (EF) containing explanations about the students' responses benefits learning.
Computer‐based learning environments can provide students with different types of delayed and immediate EF messages.
Results in regard to what type of delayed EF is best for learning are inconclusive.
EF effects can vary as a function of individual differences in Prior Knowledge.


The role of delaying EF over immediate EF on both question‐answering and learning outcomes.
The effects of summing up EF (summative)in comparison to delivering question‐based EF.
The interplay between students' prior knowledge and EF on question‐answering and learning outcomes.


Neither question‐based nor summative delayed EF outperformed immediate EF.
Students with higher levels of prior knowledge receiving summative delayed EF benefited more.
Designers of computer‐based learning environments may provide learners with delayed EF messages.
The design of content‐efficient EF cannot be fully understood without considering learners' prior knowledge.