@inproceedings{3d19933bac204d918f082fe65c66a1f3,
title = "Feedback specificity and the learning of intercultural communication skills",
abstract = "The role of explicit feedback in learning has been studied from a variety of perspectives and in many contexts. In this paper, we examine the impact of the specificity of feedback delivered by an intelligent tutoring system in a game-based environment for cultural learning. We compared two versions: one that provided only {"}bottom-out{"} hints and feedback versus one that provided only conceptual messages. We measured during-training performance, in-game transfer, and long-term retention. Consistent with our hypotheses, specific feedback utterances produced inferior learning on the in-game transfer task when compared to conceptual utterances. No differences were found on a web-based post-test. We discuss possible explanations for these findings, particularly as they relate to the learning of loosely defined skills and serious games.",
keywords = "Cultural awareness, Feedback, Intelligent tutoring systems, Intercultural communication, Interpersonal skills, Serious games, Virtual humans",
author = "Matthew Hays and Lane, {H. Chad} and Daniel Auerbach and Core, {Mark G.} and Dave Gomboc and Milton Rosenberg",
year = "2009",
doi = "10.3233/978-1-60750-028-5-391",
language = "English (US)",
isbn = "9781607500285",
series = "Frontiers in Artificial Intelligence and Applications",
publisher = "IOS Press",
number = "1",
pages = "391--398",
booktitle = "Frontiers in Artificial Intelligence and Applications",
address = "Netherlands",
edition = "1",
}