Purpose and level of feedback in an exploratory learning environment for fractions

Abstract

This paper reports on our progress on a systematic approach to operationalizing support in Fractions Lab – an exploratory learning environment for learning fractions in primary education. In particular, we focus on the question of what feedback to provide and consider in detail the implementation of feedback according to two dimensions: the purpose of the feedback, depending on the task-specific needs of the student, and the level of feedback, depending on the cognitive needs of the student. We present early findings from our design-based research that includes Wizard-of-Oz studies of the intelligent feedback system and student perception questionnaires.