A Meta-Analysis of the Impact of Feedback Timing on Learning Outcomes in Computer-Assisted Learning

2026/01/26 by Erva Nihan Kandemir, E. Esposito, Emanuele Esposito +2 · 1 voice
Decision Sciences · Psychology · Social Sciences · #Psychometric Methodologies and Testing #Student Assessment and Feedback #Visual and Cognitive Learning Processes

paper · doi:10.1007/s10648-026-10117-8

crossref issued 2026/01/26 · crossref published 2026/01/26 · crossref published-online 2026/01/26 · openalex publication_date 2026/01/26 · crossref created 2026/01/26 · crossref deposited 2026/01/26 · openalex created_date 2026/01/27 · crossref indexed 2026/06/27 · openalex updated_date 2026/07/31 · crossref published-print 2026/12/01

Citations

• Feedback and Self-Regulated Learning: A Theoretical Synthesis
• Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
• Focus on Formative Feedback
• The Power of Feedback
• Cognitive Architecture and Instructional Design: 20 Years Later
• The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research
• Doing Meta-Analysis with R: A Hands-On Guide
• An Application of Hierarchical Kappa-type Statistics in the Assessment of Majority Agreement among Multiple Observers
• Cognitive Load During Problem Solving: Effects on Learning
• Formative assessment and the design of instructional systems

Discussions

• This well-executed meta-analysis unfortunately doesn't shed too much light on feedback timing effects in computer-assisted learning. We need more/differently-constructed studies. #PsychSciSky #Academi [bsky, 4 points, 0 comments]