Proceedings of the Annual Meeting of the Cognitive Science Society

Feedback, when used successfully, supports student learning and motivation. Although various types of feedback are used in the actual classroom, however, most interactive learning systems provide feedback that addresses learner performance only (e.g., correctness feedback). We developed two versions of an Intelligent Tutoring System (ITS) for learning ratio calculations using mathematics number lines that differed in the type of feedback it provides: effort-based and performance-based feedback. We conducted a school-based experiment with 5th graders in Japan to test the effectiveness of the two types of feedback on student learning and motivation. The results indicate a trend that performance-based feedback in the ITS had a positive impact on student learning but no difference was found on learner motivation. This study adds new knowledge of what types of adaptive feedback are effective for student learning in mathematics.