Dynamic task selection: Effects of feedback and learner control on efficiency and motivation

Abstract

Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected to help learners recognize the structural features and to profit from learner control over the selection of learning tasks. A 2 x 2 factorial experiment (N = 118) was conducted to study the effects of the KCR feedback (present, absent) and control over the selection of learning tasks (learner control, program control). The presence of the KCR feedback yielded higher efficiency on a near transfer test as well as higher learner motivation. An interaction between feedback and control, indicating extra beneficial effects of feedback when learners control the selection of learning tasks, was not found. Theoretical and practical implications are discussed.