Static expert-solution feedback had detrimental effects on the learning process when pre-service teachers worked in dyads¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Static feedback, provided as an expert solution, harmed the learning process in dyads during the simulations. → Sailer 2022

Evidence¶

Sailer 2022¶

Sailer, Michael; Bauer, Elisabeth; Hofmann, Riikka; Kiesewetter, Jan; Glas, Julia. (2022). Adaptive Feedback from Artificial Neural Networks Facilitates Pre-Service Teachers' Diagnostic Reasoning in Simulation-based Learning. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101620

q3 · i? · causal · r?

Within the N = 178 experiment, which manipulated whether learners worked individually or in dyads on computer lab-based simulations, the article reports that "static feedback even had detrimental effects on the learning process in dyads". No effect size is printed in the available text.

"Further, static feedback even had detrimental effects on the learning process in dyads."

Discussion¶

Related Claims¶

• Automatic adaptive feedback based on artificial neural networks facilitates pre-service teachers' quality of justifications in written assignments in simulation-based learning — related
• Collaboration format (individual vs. dyad) was experimentally manipulated alongside feedback format in simulation-based teacher learning — related
• Collaborative learning is beneficial or detrimental depending on individual and situational factors — a broader claim this one bears on
• Adaptive feedback does not improve pre-service teachers' diagnostic accuracy in simulation-based learning — related
• Collaboration facilitates learning only under specific knowledge and experience conditions; with advanced learners it can be detrimental via the expertise reversal effect — a broader claim this one bears on