Self-Regulated Learning and Externally Generated Feedback with Hypermedia

Abstract

Think-aloud and self-report data from 65 undergraduates were used to examine the effect of feedback on self-regulation during learning with hypermedia. Participants, randomly assigned to one of three conditions (Control, Questions, Questions+Feedback), used hypermedia for 30 minutes to learn about the circulatory system. Results indicated that participants in the Questions+Feedback condition initially reported significantly lower levels of self-efficacy. However, they also reported increased levels as they progressed through the learning task. Additionally, participants in the Questions and Questions+Feedback conditions engaged in monitoring processes and activated prior knowledge more frequently, on average, than those in the Control condition. Lastly, participants in the Questions condition used significantly more strategies and outperformed those participants in the Questions+Feedback condition.