Are Pairs More Attentive Towards Feedback Than Individuals? A Glance Into Feedback Neglect for Middle-School Students Using an Educational Game in History

Abstract

Critical constructive feedback (CCF), is said to be a key ingredient in learning. However, if and how learners engage in CCF is rarely studied in collaborative learning situations. This study aims to filling this research gap by analyzing data logs from dyads of middle school students using an educational game in history, evaluating their inclination to dismiss or attend to feedback when making errors and failing on tasks. Data from 106 students, working individually as well as in pairs on the same tablet, were analyzed and evaluated. The results reveal that the inclination to attend to feedback differed between conditions, but that this tendency also differed between achievement levels. While medium/lower-achieving students generally were more attentive towards feedback when working in pairs (compared to working individually), the opposite was found for higher-achieving students. However, higher-achieving students working in pairs attended more to CCF after repeated failures (compared to working individually).