The design of feedback in computer based trainings: Models and findings

The recent hardware revolution has provided the prerequisites for the exten sive use of computers both for school and vocational education and training . The findings of the psychology of learning, however, are not always adequ ately taken into account in the design of computer-based instructions. The fundamental theoretical models for the conceptualization of feedback in com puter-based learning environments are reviewed: the behavioristic, cognitiv e and constructivistic point of view. Aspects of these models that are rele vant for the design of feedback and their empirical evaluation are discusse d. In particular, the questions of the optimal point of time of feedback, t he elaboration of informative feedback, the presearch availability of feedb ack (feedforward), the role of the response certitude, the importance of mo tivational aspects, and the use of multimedia are dealt with. The review is completed with conclusions drawn from the present investigations and the f ormulation of an outlook on desirable and necessary directions for future r esearch.