Feedback Specificity and the Learning of Intercultural Communication Skills

The role of explicit feedback in learning has been studied from a variety of perspectives and in many contexts. In this paper, we examine the impact of the specificity of feedback delivered by an intelligent tutoring system in a game-based environment for cultural learning. We compared two versions: one that provided only “bottom-out” hints and feedback versus one that provided only conceptual messages. We measured during-training performance, in-game transfer, and longterm retention. Consistent with our hypotheses, specific feedback utterances produced inferior learning on the in-game transfer task when compared to conceptual utterances. No differences were found on a web-based post-test. We discuss possible explanations for these findings, particularly as they relate to the learning of loosely defined skills and serious games. Keywords. Feedback, serious games, intelligent tutoring systems, virtual humans, cultural awareness, intercultural communication, interpersonal skills

• Type: Conference
• Year: 2009
• Where: AIED
• Authors: Matthew Hays, H. Chad Lane, Daniel Auerbach, Mark G. Core, Dave Gomboc, Milton Rosenberg
• Keywords: AIED 2009, Artificial Intelligence, Feedback, In-game Transfer, Intelligent Tutoring Systems