Review of Educational Research · March 2008

Educational Psychologist, 20
(4), 217–230. 
Locke, E. A., & Latham, G. P. (1990). 
A theory of goal setting & task performance.
Englewood Cliffs, NJ: Prentice Hall. 
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction.
Cognitive Science, 5
(4), 333–370.
Mason, B. J., & Bruning, R. (2001). 
Providing feedback in computer-based instruc-
tion: What the research tells us.
Center for Instructional Innovation, University of
Nebraska–Lincoln: 14. Retrieved June 1, 2006, from http://dwb.unl.edu/Edit/MB/
MasonBruning.html
Mathan, S. A., & Koedinger, K. R. (2002). An empirical assessment of comprehension
fostering features in an intelligent tutoring system. In S. A. Cerri, G. Gouarderes, &
F. Paraguacu (Eds.), 
Intelligent Tutoring Systems, 6th International Conference, ITS
2002 
(Vol. 2363, pp. 330–343). New York: Springer-Verlag.
Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. 
Intelligence,
17
(4), 433–442. 
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey &
D. Sluyter (Eds.), 
Emotional development and emotional intelligence: Implications
for educators 
(pp. 3–31). New York: Basic Books. 
Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning.
Learning and Instruction, 12
(1), 107–119.
McColskey, W., & Leary, M. R. (1985). Differential effects of norm-referenced and
self-referenced feedback on performance expectancies, attribution, and motivation.
Contemporary Educational Psychology, 10
, 275–284. 
Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explana-
tory versus corrective feedback in discovery-based multimedia. 
Instructional Science,
32
, 99–113. 
Morrison, G. R., Ross, S. M., Gopalakrishnan, M., & Casey, J. (1995). The effects of
feedback and incentives on achievement in computer-based instruction. 
Contemporary
Educational Psychology, 20
(1), 32–50.
Mory, E. H. (1994). Adaptive feedback in computer-based instruction: Effects of
response certitude on performance, feedback-study time, and efficiency. 
Journal of
Educational Computing Research, 11
(3), 263–290.
Mory, E. H. (2004). Feedback research review. In D. Jonassen (Ed.), 
Handbook of
research on educational communications and technology
(pp. 745–783). Mahwah,
NJ: Lawrence Erlbaum. 
Narciss, S., & Huth, K. (2004). How to design informative tutoring feedback for multi-
media learning. In H. M. Niegemann, D. Leutner, & R. Brunken (Ed.), 
Instructional
design for multimedia learning 
(pp. 181–195). Munster, NY: Waxmann. 
Newman, M. I., Williams, R. G., & Hiller, J. H. (1974). Delay of information feedback
in an applied setting: Effects on initially learned and unlearned items. 
Journal of
Experimental Education, 42
(4), 55–59.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional
design: Recent developments.
Educational Psychologist, 38
, 1–4. 
Park, O., & Gittelman, S. S. (1992). Selective use of animation and feedback in com-
puter-based instruction. 
Educational Technology Research and Development, 40
(4),
27–38. 
Phye, G. D., & Andre, T. (1989). Delayed retention effect: Attention, perseveration, or
both? 
Contemporary Educational Psychology, 14
(2), 173–185.
2009 
 at FLORIDA STATE UNIV LIBRARY on August 10,
http://rer.aera.net
Downloaded from 

---