From integrative to game-based integrative peer response: high ability versus low ability.
Peer response is useful to improve student writing. However, traditional peer response takes a single mode, which has some problems, such as effort for preparation of documents or ambiguous feedback. To address these problems, this study presents two peer response approaches, that is, an integrative...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 2; pp. 170 - 186 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=113876948&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 113876948 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2016 vid: 32 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 113876948 113876948 113876948 10.1111/jcal.12125 113876948 ppf: 170 ppct: 16 formats: tig: atl: From integrative to game-based integrative peer response: high ability versus low ability. aug: au: Wang, J.H. Chen, S.Y. Chang, B. Chan, T.W. affil: Graduate Institute of Networking Learning Technology, National Central University, Taoyuan Taiwan sug: subj: Peer Group Games Writing Education Human China Students, Elementary Pretest-Posttest Control Group Design Summated Rating Scaling Interrater Reliability kappa Statistic Feedback Two-Way Analysis of Variance Coding Descriptive Statistics Data Analysis Software Effect Size Funding Source ab: Peer response is useful to improve student writing. However, traditional peer response takes a single mode, which has some problems, such as effort for preparation of documents or ambiguous feedback. To address these problems, this study presents two peer response approaches, that is, an integrative approach and a game-based integrative approach. Additionally, whether students with these two peer response approaches and those with a non-peer response approach performed differently is examined in this study, where students' ability levels were also considered. The findings suggest that students with the peer response generally demonstrated better writing performance than those without the peer response. Furthermore, students with the game-based integrative approach showed better writing quality than those with the integrative approach. Moreover, the former was more helpful in giving direct feedback on surface features and criticism than the latter. However, the usefulness of peer response approaches was associated with ability levels. More specifically, the integrative approach was beneficial for the high-ability students to improve on their written expression in the aspect of length of composition, while the game-based integrative approach was advantageous to enhance the low-ability students' writing quality in the aspect of clear paragraph. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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