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Evaluating the effect of feedback from a CSCL problem solving environment on learning, interaction, and perceived interdependence

In this paper, we explore the effect of the form of feedback offered by a computer supported collaborative learning (CSCL) environment on the roles that students see themselves as taking and that their behavior reflects. We do this by experimentally contrasting collaboration in two feedback configurations, one which is identical to the state-of-the-art in intelligent tutoring technology (Immediate Feedback), and one which is based on a long line of investigation of the use of worked out examples for instruction (Delayed Feedback). While our conclusions remain tentative due to the small sample size, the data reveal a consistent gender by condition interaction pattern across questionnaire, test, and discourse data in which male students prefer and benefit more from collaboration in the Immediate Feedback condition where they are more likely to take on the role of a help provider rather than a help receiver while the patterns is the opposite for females.