How to design informative tutoring feedback for multi-media learning

Abstract

This paper outlines a conceptual framework for the design of psychologically well-founded informative tutoring feedback forms. This framework is on the one hand based on the large body of research on multiple elaborated feedback types. On the other hand cognitive task and error analyses serve as roots for the development of systematic design strategies. Furthermore, the present paper illustrates how these principles can be applied to the design, implementation and evaluation of informative tutoring feedback for a multimedia learning environment on written subtraction tasks. The impact of the developed informative tutoring feedback forms on learning and motivation was examined in two computer-based learning experiments. The results of these studies show that systematically designed informative feedback has positive effects on achievement and motivation.