Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction

Research output: Contribution to journalResearch articleContributedpeer-review



Most studies on feedback compare elaborated feedback types presenting knowledge on the correct response (KCR) immediately together with further information to simple feedback types providing knowledge of result (KR) or KCR. This study uses bug-related tutoring feedback (BRT-feedback) offering strategic information for error correction, but no immediate KCR. In a computer-based learning experiment with 50 fourth-grade pupils having learning difficulties in written subtraction, cognitive and motivational effects of this BRT-feedback algorithm were compared to the effects of a traditional KR-KCR-feedback algorithm. Results show that BRT-feedback is significantly more beneficial for achievement and motivation than KR-KCR-feedback.


Original languageEnglish
Pages (from-to)310-322
Number of pages13
JournalLearning and Instruction
Issue number4
Publication statusPublished - Aug 2006

External IDs

ORCID /0000-0002-4280-6534/work/142251722



  • Computer-based training, Feedback, Written subtraction