The utilization of technology-rich learning environments (TREs) involves integrating new technologies and media to enhance information resources and tools, such as intelligent tutoring systems, virtual reality, and educational learning games. A meta-analysis conducted by Cal and colleagues examined the impact of feedback on academic performance within TREs. The included studies required both an experimental group and a control group, with the experimental group receiving one type of feedback while the control group either received no feedback or a different type of feedback. The analysis encompassed 182 effect sizes from 61 studies, with the majority published between 2010 and 2021 (84%). In comparison to the no feedback condition, the findings are as follows:

• Overall, feedback had a medium positive effect (g=+0.44) on academic performance.
• The type of feedback served as a significant moderator, with elaborate feedback having stronger effect than simple feedback. The distinction between simple and elaborate feedback lies in complexity. Simple feedback included “Knowledge of Results” (KR, g=+0.232) and “Knowledge of Correct Response” (KCR, g=+0.358), which simply indicated right or wrong answers, with the correct answer provided in KCR. Elaborate feedback consisted of explanation feedback (ExF, g=+0.685), which detailed why responses were right or wrong; prompt feedback (PF, g=+0.389), which provided information such as examples, tips, or demonstrations; and metacognitive feedback (MF, g=+0.517), which related to the process of monitoring and regulating learning.
• Blended learning environments had a larger effect (g=+0.701) compared to online learning environments (g=+0.363).

In studies comparing one type of feedback to another, the results of pairwise comparisons among feedback types are as follows. However, it is important to interpret these results with caution due to the small number of studies involved:

• Elaborate feedback was more effective than simple feedback.
• Among the three types of elaborate feedback, ExF was more effective than PF and MF, while PF was more effective than MF. Between the two types of simple feedback, KCR showed an advantage over KR.

Given the rapid development of technology in education, the authors believe that this meta-analysis provides a timely update on feedback within this research area.

Source: Cai, Z., Gui, Y., Mao, P., Wang, Z., Hao, X., Fan, X., & Tai, R. H. (2023). The effect of feedback on academic achievement in technology-rich learning environments (TREs): A meta-analytic review. Educational Research Review, 39, 100521. https://doi.org/10.1016/j.edurev.2023.100521