Influence of Self-Ranking Feedback on Learning Performance and Task Motivation

[Speaker] Ichimura, Kenshiro:1
[Co-author] Ueda, Yoshiyuki:2, Kusumi, Takashi:1
1:Graduate School of Education, Kyoto University (Japan), 2:Kokoro Research Center, Kyoto University (Japan)

Good feedback not only facilitates skill learning, but also improves learners' motivation; the present study investigated types of feedback that can achieve both these ends. Participants were given a learning task that involved repeating drills of a new calculation technique for double-digit multiplication. In Experiment 1, we compared feedback of the top 10 self-rankings, the personal best, and the current result. Results showed that the feedback of the top 10 self-rankings led to higher learning performances than others, and higher task motivation than the current result. In Experiment 2, we compared self-ranking feedback with the top 50 and top 10 peer rankings. Results indicated that self-ranking feedback led to better learning performances than the top 50 peer rankings, and better task motivation than the top 10 peer rankings. Self-ranking feedback gives learners achievable goals and enables them to measure learning progress accurately, which may improve learning performance and task motivation.
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