{"pk":25766,"title":"How learners use feedback information:\nEffects of social comparative information and achievement goals","subtitle":null,"abstract":"The present study investigated how learners use feedback\ninformation on their test results. We also examined the effects\nof the type of feedback and learners’ achievement goals on\nthe manner in which feedback information was reviewed. In\nan experimental study (N = 42 undergraduate and graduate\nstudents), we tracked eye movements of the participants while\nthey took a critical thinking test and received their test results.\nThe results showed that most participants checked feedback\nfor incorrectly-answered questions but not for correctlyanswered\nquestions. This suggests that learners do not use\nfeedback information to judge the adequacy of the process of\nsolving. In addition, these tendencies were not different\nbetween feedback conditions. Furthermore, participants’\nachievement goals predicted learners’ review activities.\nSpecifically, learners with higher mastery goals tended to\ncheck feedback for correctly-answered questions. Therefore,\nfostering the pursuit of mastery goals may prompt learners to\nuse feedback information to enhance their comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"achievement test; feedback; eye movements;\nachievement goals"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0g30r3r8","frozenauthors":[{"first_name":"Masayuki","middle_name":"","last_name":"Suzuki","name_suffix":"","institution":"Showa Women's University","department":""},{"first_name":"Tetsuya","middle_name":"","last_name":"Toyota","name_suffix":"","institution":"Aoyama Gakuin University","department":""},{"first_name":"Yuan","middle_name":"","last_name":"Sun","name_suffix":"","institution":"National Institute of Informatics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25766/galley/15390/download/"}]}