I would (maybe unsurprisingly) argue semantics; no immediate feedback occurred in the experiments described there.
Unless I am seriously misunderstanding the procedure, the "immediate" condition is when students were given feedback immediately after the *due date* of a week-long homework assignment. For some, that might be already a week's delay. For many, it will be a few days. For a couple procrastinators, it might be a few hours.
Even given that unknown delay between homework completion and the due-date, the researchers reported an average delay of a further 4 days (!) before students actually viewed the given feedback.
If any claim can be made on the basis of their evidence, it would be something like two weeks delay is better than one. But nothing in that study suggests one week is better than one day or one day is better than ten minutes.
When I hear "immediate", I assume it means within the same lesson.
I take it you don't subscribe to this evidence then?
https://www.learningscientists.org/blog/2023/3/2
Thanks for the question.
I would (maybe unsurprisingly) argue semantics; no immediate feedback occurred in the experiments described there.
Unless I am seriously misunderstanding the procedure, the "immediate" condition is when students were given feedback immediately after the *due date* of a week-long homework assignment. For some, that might be already a week's delay. For many, it will be a few days. For a couple procrastinators, it might be a few hours.
Even given that unknown delay between homework completion and the due-date, the researchers reported an average delay of a further 4 days (!) before students actually viewed the given feedback.
If any claim can be made on the basis of their evidence, it would be something like two weeks delay is better than one. But nothing in that study suggests one week is better than one day or one day is better than ten minutes.
When I hear "immediate", I assume it means within the same lesson.