Misconception-based adaptive feedback reduced mathematics anxiety and supported motivation without cognitive outcome differences¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Demedts et al.'s number line fraction game, explanatory feedback matched to known misconception categories produced no differences in cognitive outcomes but reduced mathematics anxiety and supported mathematics motivation. → Anselm Strohmaier 2026

Evidence¶

Anselm Strohmaier 2026¶

Anselm Strohmaier, Fien Depaepe, Michael Nickl, Andreas Obersteiner. (2026). A domain-specific perspective on adaptivity. Learning and Instruction 104. https://doi.org/10.1016/j.learninstruc.2026.102364

q2 · i? · theoretical · r3

The editorial reports, citing Demedts et al. (2024), a study in which each incorrect number line fraction placement was automatically matched to a known misconception category and explained; "this domain-specific adaptation did not lead to differences in cognitive outcomes".

"Whereas this domain-specific adaptation did not lead to differences in cognitive outcomes, the study revealed that domain-specific feedback can be beneficial in terms of reducing mathematics anxiety and supporting students' mathematics motivation"

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• Engagement profiles predict who benefits most from accuracy-based adaptive support — related
• Number Board Games Improve Numerical Knowledge — related
• Explaining one's own potentially incorrect ideas can reduce learning, while explaining known-correct content supports it — related