Human-Supplied Versus Computer-Supplied Feedback: An Empirical and Pragmatic Study

Twenty-nine students in a deductive logic course were studied in order to compare two forms of diagnostic feedback that accompanied the use of CAI programs. One form of feedback was delivered in special meetings between student and instructor and a second form of feedback was delivered by the CAI programs. The content of the feedback was determined by the instructor in both cases. A within-groups experimental design was used. Students were divided into two groups, and each group received each form of feedback during different stages of the course. The main dependent measures included exam performance, class attendance and responsiveness, and attitudes toward the instructor, computers, other students, and the course. The results show that there was some advantage to instructor-supplied feedback as opposed to computer-supplied feedback during the most difficult phase of the course with respect to exam performance, class responsiveness, and student attitudes toward the instructor and other students. No significant differences were found with respect to class attendance or student attitudes toward computers or the course itself.