¿Influye la Retroalimentación Correctiva en el Uso de la Retroalimentación Elaborada en un Entorno Digital?

• Autores: Ignacio Máñez Sáez
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 26, Nº. 1, 2020, págs. 57-65
• Idioma: español
• Títulos paralelos:
  • Does corrective feedback influence the use of elaborated feedback in a digital environment?
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Los entornos digitales permiten proporcionar retroalimentación correctiva de verificación de respuestas (KR: correcto/incorrecto) o de respuesta correcta (KCR: la respuesta correcta es X), junto con retroalimentación elaborada (EF:explicaciones). Es frecuente asumir que los estudiantes procesan la EF, aunque investigaciones recientes demuestran que eso no siempre es así, debido probablemente a la retroalimentación correctiva proporcionada junto con la EF. El objetivo de este trabajo es analizar la decisión voluntaria de acceder a EF en función de la retroalimentación KR y KCR recibida inmediatamente tras responder preguntas de un texto de ciencias. Estudiantes de secundaria recibieron retroalimentación correctiva según la condición asignada: KR, KCR o control (i.e., no correctiva). Posteriormente, todos pudieron acceder a EF, que incluía una explicación sobre los conocimientos evaluados. Los resultados sugieren que recibir retroalimentación KR y KCR disminuye el uso de EF en comparación con la retroalimentación control, aunque no hay diferencias en el aprendizaje final

  • English

    Digital environments are able to provide corrective feedback such as knowledge of response (KR: correct/incorrect) or knowledge of correct response (KCR: the correct answer is X), along with elaborated feedback (EF: explanations). It is common to assume that students process EF, although recent research shows that this is not always the case, probably because of the corrective feedback provided along with EF. The main goal of this study is to analyze the voluntary decision to access EF depending on KR and KCR feedback received immediately after answering questions from a science text. Secondary students received corrective feedback according to the condition assigned: KR, KCR, or control (i.e., non-corrective feedback). Afterwards, all the students could access EF, that included an explanation about the knowledge assessed. Results suggest that receiving KR and KCR feedback decreases the use of EF compared to control feedback, although there are no differences in the final learning.

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