The Cognitive Impact of Simulated Feedback in Virtual Learning Environments

Authors

  • Evelyn Harper Department of Educational Technology, University of Bristol, UK Author
  • Daniel Kim School of Cognitive Science, Korea Advanced Institute of Science and Technology, South Korea Author

DOI:

https://doi.org/10.58812/jes.v1i01.1

Keywords:

virtual learning, simulated feedback, cognitive response, educational technology

Abstract

his study explores the role of simulated feedback mechanisms in shaping learners’ cognitive responses in virtual learning environments. A mixed-methods approach was employed, integrating eye-tracking data with post-session interviews. Results suggest a significant improvement in memory retention and problem-solving accuracy.

References

Anderson, T. (2020). The theory and practice of online learning (3rd ed.). Athabasca University Press.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Lopez, M., Muldner, K., & Burleson, W. (2019). Supporting cognitive and affective learning with feedback. International Journal of Artificial Intelligence in Education, 29(2), 137–154.

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.

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Published

2025-07-21

Issue

Vol. 1 No. 01 (2025): Journal of Experimental Scholarship

Section

Articles

License

Copyright (c) 2025 Evelyn Harper, Daniel Kim (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.