This study compared the effects of response-certitude adaptive and non-adaptive feedback within a computer-based lesson of verbal information and defined concept tasks. Effects were measured on student performance, feedback-study time, and lesson efficiency. Undergraduates were randomly assigned to one of two treatments—one in which amount of feedback information varied according to a combined assessment of response correctness and student's response certainty level, and another in which feedback information did not vary. Results indicate that effects of adaptive feedback were not significantly different from non-adaptive feedback on student performance. Feedback-study times for low certitude responses were significantly higher than for other response combinations. In terms of feedback efficiency, adaptive feedback was significantly more efficient than non-adaptive feedback, but for overall lesson efficiency, non-adaptive feedback was significantly more efficient. Results are discussed in light of past research and implications for future studies are presented.
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