Impact of Elaborated Feedback on Vocational Students' Learning in Digital Environments
Résumé
Previous research has highlighted the importance of elaborated feedback in enhancing learning by promoting cognitive and metacognitive strategies (Hattie & Timperley, 2007; Shute, 2008). However, the effects of different types of elaborated feedback on vocational school learners, who often exhibit lower levels of self-regulation and prior knowledge, remains unclear. This study, therefore, investigates the effects of two feedback mechanisms— Answer-Until-Correct (AUC) and Explanations—on vocational students’ learning outcomes in a digital environment. We hypothesize that both AUC and explanations will be beneficial for these learners, with their combination providing the greatest enhancement in self-regulation, self-efficacy, and performance. Three hundred thirty-nine Indonesian vocational students took part in this study. They were randomly assigned to four feedback conditions based on a 2x2 design: 1) Control (no AUC, no Explanation), 2) AUC, 3) Explanations, and 4) AUC with Explanations. Self-regulation, self-efficacy, and performance were measured as dependent variables, while students’ prior knowledge and perceived feedback usefulness were measured as control variables. The findings revealed that the interaction of AUC with explanations significantly improved self-regulation and self-efficacy, whereas AUC alone enhanced self-regulation and performance. Surprisingly, explanations alone negatively affected self-regulation for vocational school learners. These results suggest that interactive and iterative feedback mechanisms like AUC are more effective for vocational learners (Narciss, 2008; Attali & Powers, 2010), while explanations may be detrimental for some students who may not know how to use them.
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