Entering the black box of feedback neglect in a digital educational game for elementary school students
Study details
| Year: | Not reported |
| Scope: | Local |
| Countries: | Sweden |
| Methodology: | Empirical research – Mixed methods |
| Methods of data collection: | Survey; Ethnography / participant observation; Tracking data |
| Researched Groups: | Children |
| Children Ages: | Pre-adolescents (11-13 Years old) |
| Funder: | Marcus and Amalia Wallenberg Foundation; Marianne and Marcus Wallenberg Foundation |
| Funder Types: | Foundation |
| Informed Consent: | Consent not mentioned |
| Ethics: | Ethical considerations not mentioned |
| Data Set Availability: | Not mentioned |
Goals
"RQ1: At what stages during feedback processing do students neglect CCF? Specifically, we ask the following: (i) Do they neglect CCF in the sense of not noticing it?; (ii) Do they notice CCF but fail to decode it (in our case, not read the CCF-text they have noticed)?; (iii) Do they notice CCF, but fail to decode it (in our case, not read the CCF-text they have noticed)?; (iv) Do they decode CCF, but fail to act on it?; and (v) Do they act on CCF, but fail to make progress at their attempt to revise the task? Our secondary research question, RQ2 became: What difference can be found at each of these stages depending on how the CCF is signaled—via a pedagogical agent, an arrow, or not at all?" (Authors, in "Formulating the research questions")