A meta-analysis of the effects of context, content, and task factors of digitally delivered instructional feedback on learning performance
Leonie Brummer, Hester de Boer, Jolien M. Mouw, Jan-Willem Strijbos
Abstract
Abstract Even though context, content, and task factors are considered essential parts of digitally delivered instructional feedback, their effects on learning performance are most often studied separately. A meta-analysis was carried out to address the effects of context, content, and task factors of digitally delivered instructional feedback on learning performance. A summary effect of .41 (SE = .05) was found for 116 interventions. Significant influencers on learning performance in the sample were feedback focus, discipline, assessment type, and learner control (amongst others), showing the potential to explain the heterogeneity in effects. Also, any simple feedback (e.g. verification or knowledge of result) is more effective than no feedback. A meta-regression with all significant influencers and feedback focused on the process explained the heterogeneity in learning performance.