The Project
Feedback is a central aspect of learning. Through automation, computer-based instruction can provide high-quality, personalized, and immediate feedback. Nevertheless, most current e-learning products only provide simple feedback, i.e., telling whether a response is correct or not. This, despite the fact that research suggests that elaborated feedback, i.e., including additional information such as an explanation why a response is correct or not, can be much more effective. However, no research has been done on best practices for elaboration. Without a better understanding of the most valuable features of elaborated feedback, this kind of feedback may be useless and even harmful.
Our project intends to investigate this question of designing the most effective elaborated feedback, in the context of mathematics education. We’ve already ran several large-scale experiments on Khan Academy and an experiment using Moodle-based quizzes with the participation of Tel Aviv University students, and generated initial insights regarding the desired level of elaboration and the use of mathematical symbols instead of words to reduce the complexity of the feedback message. This year we will continue to run experiments, with greater focus on the interplay between student and task characteristics and the effect of elaborated feedback.
About Me
Tomer is an alumni of Tel Aviv University's Interdisciplinary Program for Outstanding Students. He has a B.A. in Mathematics and an M.A. in the History and Philosophy of Science and Ideas. In 2019, Tomer has started his Ph.D. studies in Education.
In the past few years he has been developing digital educational content in mathematics for Khan Academy, a free learning platform used by millions of learners across the globe.