Effects of Scaffolded Feedback and Confidence of Incorrect Answers on Retention

Abstract

The effects of scaffolded feedback and confidence of incorrect answers were tested in two experiments. As feedback imposes cognitive load, an effective feedback should help reducing the cognitive load. One possible way of reducing the load is using scaffolded feedback, in which hints are incrementally provided until participants generate the correct answer. Scaffolded feedback promoted learning and reduced the cognitive load more than the corrective feedback in Experiment 1, in which knowledge of Korean history was tested. The advantage of the scaffolded feedback disappeared when text comprehension was tested in Experiment 2. However, errors with high confidence are corrected more than errors with low confidence in both experiments. The results of the two experiments show that the scaffolded feedback promotes learning only when the cognitive load of the target task is not large.


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