As a guest user you are not logged in or recognized by your IP address. You have
access to the Front Matter, Abstracts, Author Index, Subject Index and the full
text of Open Access publications.
The role of explicit feedback in learning has been studied from a variety of perspectives and in many contexts. In this paper, we examine the impact of the specificity of feedback delivered by an intelligent tutoring system in a game-based environment for cultural learning. We compared two versions: one that provided only “bottom-out” hints and feedback versus one that provided only conceptual messages. We measured during-training performance, in-game transfer, and long-term retention. Consistent with our hypotheses, specific feedback utterances produced inferior learning on the in-game transfer task when compared to conceptual utterances. No differences were found on a web-based post-test. We discuss possible explanations for these findings, particularly as they relate to the learning of loosely defined skills and serious games.
This website uses cookies
We use cookies to provide you with the best possible experience. They also allow us to analyze user behavior in order to constantly improve the website for you. Info about the privacy policy of IOS Press.
This website uses cookies
We use cookies to provide you with the best possible experience. They also allow us to analyze user behavior in order to constantly improve the website for you. Info about the privacy policy of IOS Press.