The effect of computer-based feedback in game-like fluid reasoning tasks

We focused on the effect of various types of feedback in a game-based logical reasoning test called Triton and the Hungry Ocean in elementary school students (grades 3-6, total N = 447). We formed four experimental feedback condition groups: no feedback (A), simple (B), elaborated (C), and learner-controlled feedback (D). We did not see a positive effect on performance in any of the feedback types. However, in group D, students tended to choose elaborated feedback more often with increasing task difficulty (r = .93). Also, group D students using elaborated feedback more often showed better performance without having a higher average IQ (CFT 20-R).