The Influence of Feedback Content and Feedback Time on Multimedia Learning Achievement of College Students and Its Mechanism.

Front Psychol · 2021 · PMC8696276 · PMID 34955945

Europe PMC DOI

hedged sentence

0.0850

closest p · 1.7× alpha

0.0850

boldest claim

The sentences

marginally significantp = 0.085so close (0.05 < p ≤ 0.1)

The main effect of feedback time on the germane cognitive load was marginally significant [ F (1, 151) = 2.996, p = 0.085, η 2 p = 0.029], which indicates that the germane cognitive load of the immediate feedback group was higher than that of the delayed feedback group (see Figure 3 ).

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