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ERIC Number: ED629649
Record Type: Non-Journal
Publication Date: 2022
Pages: 4
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
How Reward- and Error-Based Feedback Systems Create Microfailures to Support Learning Strategies
Allison S. Liu; Kirk Vanacore; Erin Ottmar
Grantee Submission, Paper presented at the Annual Meeting of the International Society of the Learning Sciences (2022)
Feedback in educational technologies can teach and engage students in math, but questions remain on how to present failure feedback that supports positive learning behaviors. We explore how error- and reward-based feedback influenced students' choices to replay completed problems in "From Here to There!," a math game-based educational technology. We conducted a multilevel logistic regression in 1,031 seventh-grade students predicting whether a problem was replayed, using whether an error was made during the first problem attempt and how many clovers were earned after solving the problem (with more clovers earned for more efficient solutions). Preliminary results show that making an error or earning two clovers increased the likelihood of replays, whereas earning one or three clovers decreased the likelihood. Our findings suggest that clovers and errors may be "micro-failures" that encourage replays by supporting feelings of competency and/or autonomy, which has implications for game design elements for learning and engagement. [This paper was published in: ICLS2022 Proceedings, International Society of the Learning Sciences (ISLS), 2022, pp. 1633-1636.]
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Secondary Education; Elementary Education; Grade 7; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A180401