Christos N. Moridis received his PhD in Information Systems from the Information Systems Department at the University of Macedonia, Thessaloniki, Greece. His present research explores different types of affective feedback for tutoring systems, such as animation, embodied conversational agents and biofeedback. Anastasios A. Economides is an associate professor and chairman of the Information Systems Department at the University of Macedonia, Thessaloniki, Greece. His research interests include e-learning, e-services and networking techno-economics. He has published over 150 peer-reviewed papers. He has been the plenary speaker in two international conferences. He has served on the editorial board of several international journals, on the program committee of many international conferences and as a reviewer for many international journals and conferences. He is an IEEE Senior member. Finally, he has been the principal investigator of several funded projects and participated in many funded projects.
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Applause as an achievement-based reward during a computerised self-assessment test
Article first published online: 25 AUG 2011
DOI: 10.1111/j.1467-8535.2011.01221.x
© 2011 The Authors. British Journal of Educational Technology © 2011 BERA
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How to Cite
Moridis, C. N. and Economides, A. A. (2012), Applause as an achievement-based reward during a computerised self-assessment test. British Journal of Educational Technology, 43: 489–504. doi: 10.1111/j.1467-8535.2011.01221.x
Publication History
- Issue published online: 18 APR 2012
- Article first published online: 25 AUG 2011
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Abstract
Affective feedback during a self-assessment test could help induce the learner to an optimal emotional state regarding the learning material. However, there is a lack of experimental evidence concerning the influence of affective feedback during a self-assessment test. This paper is a step towards this direction. The effect of achievement-based reward feedback on students' state and trait anxiety was examined. Ninety-two students participated in an experiment. Half of these students received an applause sound after a correct answer to a question. Results highlight gender differences concerning this emotional type of feedback.