Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

Relative effectiveness of human and computer -based feedback in a mastery context

Beryl Jean Mason, University of Nebraska - Lincoln


As post-secondary institutions move to keep up with advancing technology, there is a growing emphasis to incorporate computers into the classroom. The structure of mastery learning programs (repeatable testing with immediate feedback) makes them an ideal target for conversion to a computer-based format. Since computer-based testing provides an efficient means of managing a mastery learning course, many instructors are switching to computer-based formats with little consideration to the educational impact of this change. Specifically, there has been limited research surrounding the impact of computer-based testing and computer-based feedback compared to traditional testing and feedback provided by human proctors; in addition, there has been limited research on the educational benefits available through immediate, response-specific computer-based feedback. The purpose of this study was to examine the educational impact of presenting various levels of computer-based feedback (no-feedback, knowledge-of-response, knowledge-of-correct-response, topic-contingent, and response-contingent) either alone or paired with human discussions in an Introductory Psychology mastery teaming program. Results indicated that student learning was enhanced by live discussions but was not influenced by the various types of computer-based feedback. Generalizations based on the apparent lack of a computer-based feedback effect are discouraged, as the utilization of the computer-based feedback by students is unclear. Although the computer-based feedback did not impact student learning, students' reported enhanced attitudes in response to various forms of computer-based feedback. The results suggest that live interaction remains a critical element for student success in a mastery learning program. ^

Subject Area

Education, Educational Psychology|Psychology, Experimental|Education, Technology of|Education, Higher

Recommended Citation

Mason, Beryl Jean, "Relative effectiveness of human and computer -based feedback in a mastery context" (2001). ETD collection for University of Nebraska - Lincoln. AAI3004617.