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2 results

  • 34 - The Feedback Principle in Multimedia Learning

  • from Part VII - Principles Based on Generative Activity in Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 403-417

  • Summary

    Feedback is widely considered an effective instructional technique that improves learning outcomes across a variety of multimedia learning environments, including interactive lessons, educational games, and simulations. The effectiveness of feedback depends on a number of factors, and in this chapter we focus on the content of the feedback message and compare corrective and explanatory feedback. Corrective feedback informs learners whether they were right or wrong, and explanatory feedback provides learners with an explanation for why their response was correct or incorrect. The feedback principle states that novices learn better with explanatory feedback than corrective feedback alone. In this chapter, we present evidence concerning the feedback principle, discuss boundary conditions that can limit its effectiveness, and explore adaptive training as an approach to mitigate some of these boundary conditions.

  • 24 - The Expertise Reversal Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 576-597

  • Summary

    This chapter explores the research evidence for the feedback principle in multimedia learning, to consider more complex learning environments such as simulation and game-based training, and to discuss the impact of the feedback principle on our theoretical understanding and implications for instructional design. According to the feedback principle in multimedia learning, novice students learn better with explanatory feedback than with corrective feedback alone. The theoretical rationale for the feedback principle is based on the cognitive theory of multimedia learning. Research in the area of simulation-based training (SBT) has also examined the effectiveness of feedback for improving performance and learning. When implementing explanatory feedback, instructional designers should take care not to increase extraneous processing by considering other multimedia learning principles, such as the modality principle. There is still much research left to do to define the boundary conditions of the feedback principle.