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Increasing Online Information Retention: Analyzing the Effects


Journal of Open, Flexible, and Distance Learning Volume 22, Number 1, ISSN 1179-7665 e-ISSN 1179-7665 Publisher: Distance Education Association of New Zealand


While online education offerings continue to grow in the higher education marketplace, issues of student achievement and course rigor remain challenges to the underlying instructional model and alignment with institutional missions. Pedagogically, instructors and course designers can mitigate these issues by leveraging technology to further enhance students\u2019 cognition and knowledge retention within the online domain. This study analyzed the effects of visual hints and elaborate feedback embedded in serious educational games to determine the effects on student learning and information recollection. Using a quasi-experimental design and quantitative testing methods, significant differences were found among 3 groups of students within an online educational environment based on differing forms of feedback within the game. Supporting information processing theory, mean scores on comprehension tests indicated that participants exposed to elaborate feedback and visual hints performed better than control groups in an online learning environment.


Zeglen, E. & Rosendale, J. (2018). Increasing Online Information Retention: Analyzing the Effects. Journal of Open, Flexible, and Distance Learning, 22(1), 22-33. Distance Education Association of New Zealand. Retrieved February 19, 2019 from .

This record was imported from the Journal of Open, Flexible, and Distance Learning on August 28, 2018. [Original Record]

The Journal of Open, Flexible, and Distance Learning is a publication of New Zealand Association for Open, Flexible and Distance Learning (DEANZ).


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