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We investigated what impact elaborated feedback has on sixth graders' deep-level comprehension of texts within a computer-based assessment.
The children were trained to solve analogies with either graduated prompts, a form of step-wise elaborated feedback in which increasingly detailed instruction is provided on how to solve the task, or feedback, in which only correctness of each solution was provided.
Additionally, the findings also reveal that providing Immediate Elaborated Feedback (IEF) for each answered question in TRIS-Q-SP is the optimal design, as it facilitated the enhancement of programming knowledge acquisition when comparing it with the No Immediate Elaborated Feedback (NIEF) condition.
Therefore, we assessed (1) predictors of students' perception and use of elaborated feedback, and (2) if feedback content (elaborated, verification, control) matters in explaining students' achievement in post- and retention tests.
Thus the tutee learned more with less elaborated feedback, leading to fewer opportunities for tutor improvement.
Results revealed that verification feedback (T2) and elaborated feedback when students did use it (T1A) was superior to no feedback (T3) and elaborated feedback when students did not use it (T1B).
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They further elaborated that feedback on their presentations needed to be constructive in terms of "direction on how you might improve if you need to" or "this area needs to be, like toughened up, changed or altered" (Participant 2).
Microscopic disapproval signs, not visible to the naked eye are transmitted directly to the guilt gland in an elaborate feedback loop, leading to instant incapacitating self-reproach.
Results revealed that participants who learned with the animated agent that delivered elaborate feedback had significantly higher scores on a learning measure compared to participants who learned with an agent that provided simple feedback.
Participants were 135 college students randomly assigned to one of four experimental conditions formed by a 2 × 2 factorial design with agent presence as one factor (agent vs. no-agent) and type of verbal feedback it provided as the other factor (simple feedback vs. elaborate feedback).
To get around that problem, the researchers employ an elaborate feedback system called a frequency comb that fixes the average frequency of the lasers at a known multiple of the difference frequency.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com