Better Organization or a Source of Distraction?: Introducing Digital Peer Feedback to a Paper-Based Classroom
Better Organization or a Source of Distraction?: Introducing Digital Peer Feedback to a Paper-Based Classroom
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DOI：
10.1145/3025453.3025564
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发表时间：
2017-05
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影响因子：
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通讯作者：
Amy Shannon;Alex Sciuto;Danielle Hu;Steven W. Dow;Jessica Hammer
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文献类型：
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作者：
Amy Shannon;Alex Sciuto;Danielle Hu;Steven W. Dow;Jessica Hammer
同伴反馈是基于项目的设计教育的核心活动。学生携带的设备的普及和新颖的同伴反馈系统的出现使得在课堂上收集和分享学生之间的反馈成为可能。然而，笔和纸被认为是更熟悉，更少分散学生的注意力，更容易为教师实施和管理。为了评估课堂数字反馈系统的有效性，我们在两周的游戏设计课程中对73名学生进行了一项受试者内研究。在简短的学生演示之后，虽然讲师提供了口头反馈，但同学们通过纸张或设备提供了反馈。研究发现，这两种方法产生的评论质量和数量相似，但数字方法为学生提供了更多的参与方式，并且需要教师付出更少的努力。虽然这两种方法产生了类似的行为，但学生对每种方法的行为都有不准确的看法。我们讨论的技术，以支持类反馈交流的设计影响。
Peer feedback is a central activity for project-based design education. The prevalence of devices carried by students and the emergence of novel peer feedback systems enables the possibility of collecting and sharing feedback immediately between students during class. However, pen and paper is thought to be more familiar, less distracting for students, and easier for instructors to implement and manage. To evaluate the efficacy of in-class digital feedback systems, we conducted a within-subjects study with 73 students during two weeks of a game design course. After short student presentations, while instructors provided verbal feedback, peers provided feedback either on paper or through a device. The study found that both methods yielded comments of similar quality and quantity, but the digital approach provided additional ways for students to participate and required less effort from the instructors. While both methods produced similar behaviors, students held inaccurate perceptions about their behavior with each method. We discuss design implications for technologies to support in-class feedback exchange.