Abstract
Prior work investigates the impact of feedback timing on math performance; however, when feedback is most effective remains unclear. We define immediate and delayed feedback and examine how timing affects student algebra performance. 1,629 students were randomly assigned to an immediate or delayed feedback condition, completed a two-hour intervention solving math problems in an online tutoring system, and received immediate or delayed feedback. We found overall learning gains, but no differences between the conditions. Copyright © 2022 ISLS.
| Original language | English |
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| Title of host publication | Proceedings 16th International Conference of the Learning Sciences (ICLS) |
| Place of Publication | Hiroshima, Japan |
| Publisher | International Society of the Learning Sciences |
| Pages | 1910-1911 |
| ISBN (Electronic) | 9781737330653 |
| Publication status | Published - 2022 |