Elaborated conceptual and procedural feedback are significantly more conducive to learning than no feedback, while KR feedback is not¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Conceptual and procedural elaborated feedback each produced significantly higher posttest achievement than no feedback after controlling for prior knowledge, but KR feedback did not differ significantly from no feedback. → Fynn Töllner 2026
Evidence¶
Fynn Töllner 2026¶
Fynn Töllner, Poldi Kuhl, Michael Besser. (2026). Feedback complexities interact with prior knowledge. Learning and Instruction 105 (2026) 102413. https://doi.org/10.1016/j.learninstruc.2026.102413
q3 · i? · causal · r2
Randomized controlled pretest/posttest study of N = 190 seventh-graders solving fraction-addition tasks on iPads, analyzed with multilevel models controlling pretest scores. Linear contrasts showed elaborated feedback beat no feedback; the KR contrast was non-significant, t(5.22) = 2.77, p = .226.
"Both conceptual t(4.13) = 13.12, p < .001, 95% CI [6.05, 12.91] and procedural feedback t(4.60) = 6.38, p = .011, 95% CI [1.80, 9.94], as types of elaborated feedback, were significantly more conducive to learning than providing no feedback group"
Discussion¶
Related Claims¶
- Conceptual feedback significantly reduces the effect of prior knowledge on achievement — related
- Conceptual and procedural elaborated feedback do not differ significantly in effectiveness — related
- Elaborated feedback did not significantly outperform non-elaborated KR feedback on achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
elaborated-feedback-beats-no-feedback-kr-not-significant |
title |
Elaborated conceptual and procedural feedback are significantly more conducive to learning than no feedback, while KR feedback is not |
description |
Elaborated conceptual and procedural feedback are significantly more conducive to learning than no feedback, while KR feedback is not |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — fynn-töllner-2026 |
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