Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality

Farrokhnia

Brit J Educational Tech

et al. 2023

Using gamification to support learning in K‐12 education has received much attention from scholars in recent years. However, there is still a lack of comprehensive understanding of how gamification should be used to effectively enhance the learning experiences of K‐12 students. The purpose of this review was to synthesize research findings on the use of gamification in K‐12 education and to propose an evidence‐informed framework. This framework will guide teachers and scholars in developing gamified learning environments that are effective in improving K‐12 students' learning. In this regard, 54 empirical studies (out of 907 peer‐reviewed articles), dating from 2008 through 2021, were reviewed using the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) guideline. The findings were systematically categorized into four essential dimensions of learning environments inspired by Biggs' 3P teaching and learning model, ie, ‘individual factors’, ‘environmental factors’, ‘learning process’ and ‘learning outcome’. The review yielded rich findings concerning each dimension, providing K‐12 teachers and scholars with a comprehensive overview of research findings on using gamification for educational purposes. Meanwhile, the findings indicated the lack of empirical studies regarding constructively aligned gamified courses, in which the different dimensions of the adopted framework are implemented and evaluated coherently. The paper concludes by presenting several suggestions and directions for future research to address this shortcoming. Practitioner notesWhat is already known about this topic Gamification has demonstrated the potential to enhance learning outcomes in K‐12 education. There are instances where the findings suggest neutral or negative effects of gamification on students' learning outcomes. There is a lack of a comprehensive overview of empirical findings concerning the effectiveness of gamification in K‐12 education. What this paper adds The study highlights the potential of gamification in enhancing cognitive, affective and behavioural learning outcomes in K‐12 education, mainly by increasing motivation, engagement and competitiveness. The study provides a comprehensive overview of empirical studies on using gamification in K‐12 education. The study proposes an evidence‐informed framework that can serve as a blueprint for developing constructively aligned gamified learning environments for K‐12 education. Implications for practice and/or policy The study presents several up‐to‐date and empirically rooted calls for future research on using gamification in K‐12 education. The study makes evidence‐based recommendations for the effective integration of gamification in K‐12 education.

Section: Discussion and Avenues For Future Researchmentioning

confidence: 99%

Using gamification to support learning in K‐12 education: A systematic literature review

Farrokhnia

Brit J Educational Tech

et al. 2023

“…Jongsma et al (2023) conducted a comparative analysis of online and offline peer feedback in ten empirical studies, and discovered that online peer feedback is more effective, especially in the aspect of writing skill developments. The positive effects of student participation in online peer feedback (OPF) activities on writing development have also been observed among EFL university students in Indonesia (Wahyudin, 2018) and the Netherlands (Noroozi, Banihashem, Biemans, Smits, Vervoort & Verbaan, 2023). To ensure positive outcomes in OPF, Yang (2016) suggests providing students with a foundational comprehension of main ideas via scaffolding, facilitating knowledge exchange through both giving and receiving feedback, and resolving writing issues through revisions guided by peer feedback.…”

Section: Students' Engagements In Online Peer Feedback (Opf) Activitiesmentioning

confidence: 99%

Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Waluyo,

Panmei

2024

J. Technol. Sci. Educ.

Despite the extensive research on peer feedback in recent years, there is limited understanding of how students engage in peer feedback activities within online English courses and their expectations during these activities. Hence, using a sequential explanatory mixed methods design with a phenomenological approach, this study integrated online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated by a Facebook group. Data were collected through survey questionnaires, written reflections, and task scores. Descriptive statistics and bivariate correlations were used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. Three findings emerged: 1) EFL students exhibited positive engagements in OPF activities, 2) Students' engagements were not significantly correlated with their writing outcomes, and 3) Students provided recommendations for improving the quality and quantity of feedback, incorporating teacher feedback and guidance, and enhancing the overall process and experience. Based on these findings, integrating OPF activities into the academic curriculum is suggested, with a focus on providing guidance to students for delivering descriptive and constructive feedback, offering scaffolding to enhance their comprehension, and writing skills, and addressing concerns related to language proficiency and grammar.

“…Good technology design can also help in improve the quality of skills such as argumentative writing, according to Noroozi et al (2023). This is because, if PA feedback is presented in an appropriate way, it can facilitate reflection to improve original work in situations with the backward assessment process (Misiejuk and Wasson, 2021).…”

Section: Introductionmentioning

confidence: 99%

Peer assessment to promote self-regulated learning with technology in higher education: systematic review for improving course design

Ortega-Ruipérez,

Correa-Gorospe

2024

Front. Educ.

Peer assessment is one of the approaches to develop self-regulation of learning. When evaluating the work of peers, metacognitive strategies of critical reflection are employed. They improve their own learning especially if evaluative feedback and/or suggestions for modification are provided. The aim of this systematic review is to learn how technology can facilitate self-regulation of learning, using peer assessment activities. We focus on higher education. To achieve the objective, we searched WoS and Scopus, obtaining 15 publications that concatenate the four search terms: self-regulated learning, peer assessment, higher education, and technology. These four terms must appear in the title, abstract or keywords. In this way, we ensure that the topic to be reviewed is central to the publication. The results are analyzed using the model for systematic review, which has three phases: description, synthesis, and critique. A proposal has been made to improve the design of courses in virtual classrooms, focusing on Moodle, and to include peer evaluation to improve self-regulated learning. It highlights the possibility of virtual classrooms to configure a rubric to guide the evaluation, together with the request for mandatory comments to justify the evaluation. This helps the student reflect on what is wrong and why, and how to improve. It also highlights the facility to randomly assign a specific number of tasks per reviewer or per task, and to make the whole process completely anonymous. The technology allows short deadlines for submission and review times to be maintained for instant feedback, as it can be configured with a single click. Finally, and related to this, Moodle can reopen the submission phase, to send an improved version based on feedback, and the evaluation phase, to check that the proposed improvements have been made. This helps to a greater extent to apply metacognitive strategies.