Feedback Specificity and the Learning of Intercultural Communication Skills

Authors:
Matthew Hays;H. Chad Lane;Daniel Auerbach;Mark G. Core;Dave Gomboc;Milton Rosenberg
Affiliations:
Dept. of Psychology, University of California Los Angeles, USA;Institute for Creative Technologies, University of Southern California, USA;Institute for Creative Technologies, University of Southern California, USA;Institute for Creative Technologies, University of Southern California, USA;Institute for Creative Technologies, University of Southern California, USA;Institute for Creative Technologies, University of Southern California, USA
Venue:
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Year:
2009

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Abstract

The role of explicit feedback in learning has been studied from a variety of perspectives and in many contexts. In this paper, we examine the impact of the specificity of feedback delivered by an intelligent tutoring system in a game-based environment for cultural learning. We compared two versions: one that provided only “bottom-out” hints and feedback versus one that provided only conceptual messages. We measured during-training performance, in-game transfer, and long-term retention. Consistent with our hypotheses, specific feedback utterances produced inferior learning on the in-game transfer task when compared to conceptual utterances. No differences were found on a web-based post-test. We discuss possible explanations for these findings, particularly as they relate to the learning of loosely defined skills and serious games.