In higher education, students often misunderstand teachers’ written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students’ feedback perception than written feedback; it did not improve students’ self-efficacy, or motivation. Feedback request forms did not improve students’ perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms.
MULTIFILE
Many studies have shown that self-controlled feedback is beneficial for learning motor tasks, andthat learners prefer to receive feedback after supposedly good trials. However, to date all studiesconducted on self-controlled learning have used individual tasks and mainly relatively simpleskills. Therefore, the aim of this study was to examine self-controlled feedback on tactical skills insmall-sided soccer games. Highly talented youth soccer players were assigned to a self-control oryoked group and received video feedback on their o ffensive performance in 3 vs. 2 small-sidedgames. The results showed that the self-control group requested feedback mostly after good trials,that is, after they scored a goal. In addition, the perceived performance of the self-control groupwas higher on feedback than on no-feedback trials. Analyses of the conversations around thevideo feedback revealed that the players and coach discussed good and poor elements of per-formance and how to improve it. Although the coach had a major role in these conversations, theplayers of the self-control group spoke more and showed more initiative compared to the yokedgroup. The results revealed no significant beneficial effect of self-controlled feedback on per-formance as judged by the coach. Overall, the findings suggest that in such a complex situation assmall-sided soccer games, self-controlled feedback is used both to confirm correct performanceelements and to determine and correct errors, and that self-controlled learning stimulates theinvolvement of the learner in the learning process.
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Eating rate is a basic determinant of appetite regulation, as people who eat more slowly feel sated earlier and eat less. Without assistance, eating rate is difficult to modify due to its automatic nature. In the current study, participants used an augmented fork that aimed to decelerate their rate of eating. A total of 114 participants were randomly assigned to the Feedback Condition (FC), in which they received vibrotactile feedback from their fork when eating too fast (i.e., taking more than one bite per 10 s), or a Non-Feedback Condition (NFC). Participants in the FC took fewer bites per minute than did those in the NFC. Participants in the FC also had a higher success ratio, indicating that they had significantly more bites outside the designated time interval of 10 s than did participants in the NFC. A slower eating rate, however, did not lead to a significant reduction in the amount of food consumed or level of satiation.These findings indicate that real-time vibrotactile feedback delivered through an augmented fork is capable of reducing eating rate, but there is no evidence from this study that this reduction in eating rate is translated into an increase in satiation or reduction in food consumption. Overall, this study shows that real-time vibrotactile feedback may be a viable tool in interventions that aim to reduce eating rate. The long-term effectiveness of this form of feedback on satiation and food consumption, however, awaits further investigation.
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