ManyClasses study found no effect of delayed versus immediate feedback or study incentives across 38 classrooms¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the ManyClasses study by Fyfe et al. (2021), implemented in 38 classrooms with 46 instructors and N = 2081 students, no effect of delayed versus immediate feedback and study incentives was found, and preregistered moderation analyses of 40 moderators yielded no strong evidence for systematic interactions. → Lachner 2024

Evidence¶

Lachner 2024¶

Lachner, A., Sibley, L., & Wagner, S. (2024). Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09876-z

q2 · i? · theoretical · r3

The article reports, citing Fyfe et al. (2021), a ManyClasses within-participants study randomly assigning treatment orders per class assignment and classes to incentive conditions, implemented in "38 different classrooms" with "46 different instructors and N = 2081 students." No effect of feedback timing or incentives was detected.

"Surprisingly, the authors did not find an effect of delayed versus immediate feedback and study incentives. Preregistered moderation analyses of 40 different moderators did not obtain strong evidence for systematic interactions."

Discussion¶

Related Claims¶

• Extrinsic incentives have mixed results on effort and achievement, working better when immediate and larger — related
• Immediate Elaborated Feedback in a formative assessment game significantly improved students' programming knowledge, interest, and problem-solving versus systems without immediate feedback — reports the opposite
• Feedback Enhances Retrieval Practice — related