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tutoring feedback model  \nDesigning and evaluating tutoring feedback strategies for digital learning environments on the basis of the interactive tutoring feedback model  \nDesigning and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model  \nSusanne Narciss  \nsusanne.narciss@tu-dresden.de  \nPsychology of Learning and Instruction  \nTechnische Universität Dresden, Germany  \nAbstract  \nThis paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008), and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the regulation of a learning process in order to help learners acquire or improve the competencies needed to master learning tasks. It integrates findings from systems theory with recommendations of prior research on interactive instruction and elaborated feedback, on task analyses, on error analyses, and on tutoring techniques. Based on this multi-dimensional view of formative tutoring feedback methodological implications for designing and investigating multiple effects of feedback under multiple individual and situational conditions are described. Furthermore, the paper outlines how the implications of the ITF-model have been applied in several studies to the design and evaluation of tutoring feedback strategies for digital learning environments (e.g. , Narciss, 2004; Narciss & Huth, 2006; Narciss, Schnaubert, Andres, Eichelmann, Goguadze,& Sosnovsky, 2013) .  \nKeywords  \nFormative tutoring feedback; Interactive instruction; Digital learning  \nS.Narciss  \nDigital Education Review-Number 23, June 2013-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 7)[ 7](http://greav.ub.edu/der/ 7)  \nI. Introduction  \nFeedback is considered one of the most powerful factors influencing learning in various instructional contexts including digital learning environments (e.g., Hattie & Timperley, 2007; Hattie & Gan, 2011) . In instructional contexts the term feedback refers to all post-response information which informs learners about their actual state of learning or performance in order to regulate the further process of learning in the direction of the learning standards strived for (Narciss, 2008; 2012a; Shute, 2008) . This notion of feedback can be traced back to early cybernetic views of feedback (e.g., Wiener, 1954), and implies that a core aim of feedback is to reduce gaps between current and desired states of learning (see also Ramaprasad, 1983; Sadler, 1989; Hattie 2009) .  \nFeedback can be provided by various external sources of information (i.e ., teachers, peers, parents, computer-based trainings) in a large variety of ways, and by internal sources of information (i.e . information perceivable by the learner while task processing) . Modern information technologies increase the range of feedback strategies that can be implemented in digital learning environments.  \nThe interactive potential of modern information technology makes it possible to provide learners not only with outcome feedback types but also with tutorial feedback strategies. Tutorial feedback strategies combine formative elaborated feedback with tutoring and mastery learning strategies: They provide formative evaluative feedback components that help learners to become aware of any gaps that exist between their desired and their current state of knowledge, understanding, or competencies. Additionally, they provide elaborated feedback components (e.g., hints, explanations, attribute-isolation examples) that are aimed at supporting learners in acquiring the knowledge and competencies necessary for mastering learning tasks. Thus, the focus of this elaborated informa","cbCaie04cf5KGr9S","https://ap.wps.com/l/cbCaie04cf5KGr9S","pdf",180441,"English","# Introduction\n## Feedback as a learning-regulation mechanism\n## External and internal sources of feedback\n## Tutorial feedback strategies in digital environments\n## Challenges in designing tutorial feedback strategies\n## Purpose and structure of the paper","[{\"question\":\"What does the ITF-model focus on in formative tutoring feedback?\",\"answer\":\"It conceptualizes formative tutoring feedback as a multidimensional instructional activity aimed at supporting learners in regulating their learning process to reach needed competencies.\"},{\"question\":\"How do tutorial feedback strategies differ from simple feedback in digital learning environments?\",\"answer\":\"Tutorial feedback strategies combine formative elaborated feedback with tutoring and mastery learning elements, such as hints and explanations, while prompting learners to apply the information in the next trial rather than receiving immediate correct answers.\"},{\"question\":\"Why is designing and evaluating tutorial feedback strategies considered challenging?\",\"answer\":\"Research on intelligent tutoring systems indicates that developing such strategies for digital learning environments is highly challenging, and many systems still rely on simpler feedback types like knowledge of result or knowledge of the correct response.\"}]","Designing and Evaluating Tutoring Feedback Strategies for Digital Learning Environments - Interactive Tutoring Feedback Model | PDF",1792091035]