Beyond Repetition: The Role of Varied Questioning and Feedback in Knowledge Generalization
CoRR(2024)
Abstract
This study examines the effects of question type and feedback on learning
outcomes in a hybrid graduate-level course. By analyzing data from 32 students
over 30,198 interactions, we assess the efficacy of unique versus repeated
questions and the impact of feedback on student learning. The findings reveal
students demonstrate significantly better knowledge generalization when
encountering unique questions compared to repeated ones, even though they
perform better with repeated opportunities. Moreover, we find that the timing
of explanatory feedback is a more robust predictor of learning outcomes than
the practice opportunities themselves. These insights suggest that educational
practices and technological platforms should prioritize a variety of questions
to enhance the learning process. The study also highlights the critical role of
feedback; opportunities preceding feedback are less effective in enhancing
learning.
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