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Project

Computer-based graphical feedback to scaffold students’ argumentative writing

WorkgroupMultiple Representations
Duration10/2016–open
FundingBMBF (Qualitätsoffensive Lehrerbildung)
Project description

Formative feedback can be regarded as a crucial scaffold to foster students' writing cohesive argumentative texts. However, students rarely receive feedback on their writing. Thus, computer-based feedback can be regarded as an alternative to provide formative feedback to students. The main purpose of this project is to investigate how computer-based feedback should be designed to optimally support students’ writing.

We developed a computer-based graphical feedback tool to enhance students’ writing. We conduct experimental studies to investigate how computer-based feedback should be designed to help students write cohesive texts. Furthermore, we examine potential synergy and interaction effects of computer-based feedback with other instructional methods such as informed strategy trainings, prompts, or peer-feedback. Based on these findings, we aim to develop and evaluate an entire media-based teaching unit for argumentative writing.

Cooperations

Christian Burkhart, University of Freiburg

Prof. Dr. Matthias Nückles, University of Freiburg

Publications
  • Lachner, A., Backfisch, I., & Nückles, M. (in press). Does the accuracy matter? Accurate concept map feedback helps students improve the cohesion of their explanations. Educational Technology Research and Development. doi: 10.1007/s11423-018-9571-4
  • Lachner, A., Burkhart, C., & Nückles, M. (2017). Formative computer-based feedback in the university classroom: Specific concept maps scaffold students’ writing. Computers in Human Behavior, 72, 459-469. https://dx.doi.org/10.1016/j.chb.2017.03.008 
  • Lachner, A., Burkhart, C., & Nückles, M. (2017). Mind the gap! Automated concept map feedback supports students in writing cohesive explanations. Journal of Experimental Psychology: Applied, 23(1), 29-46. http://dx.doi.org/10.1037/xap0000111

  • Lachner, A., & Schurer, T. (2018). Effects of the specificity and the format of external representations on students’ revisions of fictitious others’ texts. Journal of Writing Research, 9(3), 333-351. doi: 10.17239/jowr-2018.09.03.04

Publications

Lachner, A., & Neuburg, C. (2019). Learning by writing explanations: computer-based feedback about the explanatory cohesion enhances students’ transfer. Instructional Science, 47(1), 19-37. https://dx.doi.org/10.1007/s11251-018-9470-4 request document
 

Lachner, A., & Schurer, T. (2018). Effects of the specificity and the format of external representations on students’ revisions of fictitious others’ texts. Journal of Writing Research, 9, 333-351. https://dx.doi.org/10.17239/jowr-2018.09.03.04
 

Lachner, A., Backfisch, I., & Nückles, M. (2018). Does the accuracy matter? Accurate concept map feedback helps students improve the cohesion of their explanations. Educational Technology Research and Development, 66, 1051-1067. https://dx.doi.org/10.1007/s11423-018-9571-4
 

Lachner, A., Burkhart, C., & Nückles, M. (2017). Mind the gap! Automated concept map feedback supports students in writing cohesive explanations. Journal of Experimental Psychology: Applied, 23, 29-46. https://dx.doi.org/10.1037/xap0000111
 

Lachner, A., Burkhart, C., & Nückles, M. (2017). Formative computer-based feedback in the university classroom: Specific concept maps scaffold students’ writing. Computers in Human Behavior, 72, 459-469. https://dx.doi.org/10.1016/j.chb.2017.03.008