Collaborative Research: Scaling Design Critique Through Novel Interactive Systems for In-Class Peer Feedback

协作研究：通过新颖的交互系统扩展设计批评，以获取课堂同行反馈

• 批准号: 1821590
• 负责人: Jessica Hammer
• 金额: $ 35万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1821590&HistoricalAwards=false
• 关键词: Collaborative; Research; Scaling; Design; Critique

With funding from the NSF Improving Undergraduate STEM Education (IUSE) program, this project will investigate how digital, in-class peer feedback systems can improve project-based learning in technical fields. It will also investigate how such feedback systems scale to various class sizes. This project focuses on the growing need to train American workers for jobs that need problem-solving abilities. It also addresses the need to actively engage students who avoid participation, due to social barriers such as discomfort with public speaking. Effective feedback is an important part of project-based learning. This award will support feedback activities in the classroom, where students can learn from the shared environment. In the feedback system being used, both the author and the reviewers are anonymous. This feature may mitigate social barriers to participation and promote unbiased evaluation. This project aims to enhance an existing web-based, in-class peer feedback system. Specifically, it plans add functionality to enable the author of a project to ?review the reviewer,? i.e. to provide the reviewer with feedback about the quality or usefulness of the review. Initial studies will occur at Carnegie Mellon University and the University of California San Diego. The goal of this project is to explore several unanswered questions about in-class peer feedback: how to improve the quality of in-class peer feedback using reflection activities; how to increase engagement with the peer feedback process using social factors such as emotional expressiveness and a sense of connection to peers; how data logs generated by a digital feedback application (PeerPresents) can help instructors with assessment and with implementing new class activities or pedagogies; and how in-class peer feedback might work differently in classes of different size. PeerPresents will be used as a platform to develop interventions, and to study student engagement in and the effectiveness of reciprocal peer feedback. Activities include deploying the system in classrooms, interviewing students and instructors, evaluating the quality of feedback provided, and analyzing system logs. The work has the potential to inform the design of future peer feedback systems, as well as to improve peer feedback practices within college classrooms.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在NSF改善本科STEM教育（IUSE）计划的资助下，该项目将研究数字化的课堂同伴反馈系统如何改善技术领域基于项目的学习。 它还将研究如何这样的反馈系统的规模，以各种班级规模。该项目的重点是培训美国工人从事需要解决问题能力的工作的日益增长的需求。它还解决了需要积极参与学生谁避免参与，由于社会障碍，如公众演讲的不适。有效的反馈是基于项目的学习的重要组成部分。该奖项将支持课堂上的反馈活动，学生可以从共享的环境中学习。在所使用的反馈系统中，作者和审稿人都是匿名的。 这一特点可以减少参与的社会障碍，促进公正的评价。本项目旨在加强现有的基于网络的课堂同行反馈系统。 具体来说，它计划增加功能，使一个项目的作者？审查者，？即，向审查者提供关于审查的质量或有用性的反馈。初步研究将在卡内基梅隆大学和加州圣地亚哥大学进行。本研究的目的是探讨几个关于课堂同伴反馈的未解之谜：如何利用反思活动提高课堂同伴反馈的质量;如何利用情感表达和同伴联系感等社会因素提高同伴反馈过程的参与度;数字反馈应用程序生成的数据日志（PeerPresents）可以帮助教师进行评估和实施新的课堂活动或课程;以及在不同规模的班级中，同伴反馈的效果可能会有所不同。PeerPresents将被用作一个平台，以制定干预措施，并研究学生的参与和相互同行反馈的有效性。活动包括在教室部署系统，采访学生和教师，评估所提供的反馈质量，并分析系统日志。这项工作有可能为未来的同行反馈系统的设计提供信息，并改善大学课堂内的同行反馈实践。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

Better Organization or a Source of Distraction?: Introducing Digital Peer Feedback to a Paper-Based Classroom

• DOI: 10.1145/3025453.3025564
• 发表时间: 2017-05
• 期刊: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems
• 作者: Amy Shannon;Alex Sciuto;Danielle Hu;Steven W. Dow;Jessica Hammer

Designing Interactive Scaffolds to Encourage Reflection on Peer Feedback

设计交互式支架以鼓励对同伴反馈的反思

• DOI: 10.1145/3357236.3395480
• 发表时间: 2020
• 期刊: Designing Interactive Systems
• 作者: Cook, Amy;Dow, Steven;Hammer, Jessica
• 通讯作者: Hammer, Jessica

Peer Feedback Processes in the Game Industry

游戏行业中的同行反馈流程

• DOI: 10.1145/3311350.3347176
• 发表时间: 2019
• 期刊: Proceedings of the Annual Symposium on Computer-Human Interaction in Play
• 作者: Seering, Joseph;Mayol, Ray;Harpstead, Erik;Chen, Tianying;Cook, Amy;Hammer, Jessica
• 通讯作者: Hammer, Jessica

PeerPresents: A Web-Based System for In-Class Peer Feedback during Student Presentations

• DOI: 10.1145/2901790.2901816
• 发表时间: 2016-06
• 期刊: Proceedings of the 2016 ACM Conference on Designing Interactive Systems
• 作者: Amy Shannon;Jessica Hammer;H. Thurston;Natalie Diehl;Steven W. Dow

How Guiding Questions Facilitate Feedback Exchange in Project-Based Learning

指导性问题如何促进基于项目的学习中的反馈交换

• DOI: 10.1145/3290605.3300368
• 发表时间: 2019
• 期刊: Conference on Human Factors in Computing Systems
• 作者: Cook, Amy;Hammer, Jessica;Elsayed-Ali, Salma;Dow, Steven
• 通讯作者: Dow, Steven