The effect of feedback in a computerized system of puzzle completion tasks

Abstract

The explosive growth of computerized systems aimed at improving cognitive functions has rised the question of provision of feedback to trainees during the training. In order to address some of the issues regarding feedback, two studies were performed in computerized systems for puzzle completion tasks. The first study questioned whether the mere knowledge that feedback is available should produce a motivational effect, creating a psychological state of mind that could improve training and transfer. We tested this hypothesis among 76 undergraduate students using a puzzle replication task. The results demonstrated that performance was improved among trainees who are given the opportunity to receive feedback compared with those for whom feedback is not available. The second study evaluated the effect of a complementary audio feedback (CAF) in a 50-piece puzzle completion task among 53 undergraduate students. Results demonstrated that the difference between the higher achievers and the lower achievers was larger in the CAF group compared to the Control group. In addition, while the Control group used a planning strategy more, the CAF group used a trial and error strategy more. Hence, CAF which is in the low-level of feedback is not recommended for the weaker performers.