Authors:
Pantelis M. Papadopoulos
1
;
Thomas D. Lagkas
2
and
Stavros N. Demetriadis
3
Affiliations:
1
Aarhus University, Denmark
;
2
The University of Sheffield, Greece
;
3
Aristotle University of Thessaloniki, Greece
Keyword(s):
Peer Review, Free-Selection, Gamification, Computer Science Education, Motivation.
Related
Ontology
Subjects/Areas/Topics:
Collaborative Learning
;
Computer-Supported Education
;
e-Learning
;
e-Learning Hardware and Software
;
Game-Based and Simulation-Based Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Social Context and Learning Environments
Abstract:
The paper explores the potential of usage and ranking information in increasing student engagement in a
double-blinded peer review setting, where students are allowed to select freely which/how many peer works
to review. The study employed 56 volunteering sophomore students majoring in Informatics and
Telecommunications Engineering. We performed a controlled experiment, grouping students into 3 study
conditions: control, usage data, usage and ranking data. Students in the control condition did not receive
additional information. Students in the next two conditions were able to see their usage data (logins, peer
work viewed/reviewed, etc.), while students in the last group could additionally see their ranking in their
group according to their usage data. Results showed that while the three groups were comparable, a range of
different attitudes were visible in the Ranking group. Students with more positive attitude towards ranking
were more engaged and outperformed their fellow student
s in their group.
(More)