¿Es mejor proporcionar feedback en estilo amable que en estilo directo?
- García Rodicio, Héctor
- Sánchez Miguel, Emilio
- Castellano Sosa, Nadezhna
- González-Fernández, Natalia (coord.)
- Salcines Talledo, Irina (coord.)
- García Ruiz, María Elena (coord.)
Publisher: Editorial de la Universidad de Cantabria ; Universidad de Cantabria
ISBN: 978-84-8102-761-7
Year of publication: 2015
Congress: Congreso Internacional de Evaluación Formativa y Compartida en Docencia Infantil, Primaria, Secundaria y Universitaria (9. 2015. Santander)
Type: Conference paper
Abstract
In this study we examined the effects of different forms of feedback on learning. High-school students learned about Geology from a multimedia presentation, which included adjunct-questions and feedback. Feedback involved two parts, one evaluating the answer as right/wrong and another guiding in the revision. Feedback in the direct condition blamed the participant for the error and provided directions about how to revise them. Feedback in the polite condition did not personalize the error and provided suggestions about how to revise them. A control condition involved the multimedia alone, with no questions and feedback. The results showed that the participants in the conditions with feedback outperformed those in the control condition in a learning test. However, there were no differences between the polite and the direct conditions.