The literature (and the common sense) agrees that offering learners with feedback is better than not offering feedback. The literature (and the common sense) also agrees that elaborated feedback is generally more effective than correct/incorrect feedback and from pointing-out-to-the-correct-answer feedback.
However, it is still not clear what level of elaboration results in optimal conditions for learning. For example, feedback that is too short may not promote understanding, while feedback that is too elaborated might alienate students and hurt their motivation to use it.
This project aims at exploring which approach for designing elaborated feedback is the most effective, and under which conditions. We will focus on computer-based mathematics learning and will use Learning Analytics.