A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction

Roger Azevedo and Robert M. Bernard
Journal of Educational Computing Research, Vol. 13, No. 2, 1995, p. 111-127

A meta-analysis was conducted on the literature concerning the effects of feedback on learning from computer-based instruction (CBI). Feedback effects on learning and retention were found to vary with CBI topology, format of unit content, and access to supplemental materials. Results indicate that the diagnostic and prescriptive management strategies of computer-based adaptive
instructional systems provide the most effective feedback.

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