Effects of Multimedia Feedback on Pre-Service Teachers’ Perceptions, Self-Assessment, and Academic Achievement

Abstract

The importance of feedback for learning is recognized by a number of theoretical perspectives rooted in behaviourism and pursued by many others such as goal setting theory (Locke & Latham, 1990), social cognition theory (Bandura, 1991) and conditions of learning (Gagne, Briggs, & Wager, 1992). Feedback serves as an essential component of teaching and learning process in these theories because it provides important information to learners about their performance on a specific task or goal (Hollenbeck, Karam, DeRue, & Lam, 2011).