Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students' performance and attitudes.
The aim of the present study (n = 113) was to examine how (objective and subjective) information on peers' preparation, confidence, and past performance can support students in answering correctly in audience response systems (aka clickers). The result analysis shows that in the "challenging" questi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 2; pp. 305 - 317 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2019
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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=135292591&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 135292591 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2019 vid: 35 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 135292591 135292591 135292591 10.1111/jcal.12332 135292591 ppf: 305 ppct: 12 formats: tig: atl: Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students' performance and attitudes. aug: au: Papadopoulos, Pantelis M. Natsis, Antonis Obwegeser, Nikolaus Weinberger, Armin affil: Centre for Teaching Development and Digital Media, Aarhus University, Aarhus Denmark sug: subj: Teaching Methods Student Attitudes Peer Group Academic Performance Feedback Human Funding Source Self Report Self Assessment Data Analysis Software ab: The aim of the present study (n = 113) was to examine how (objective and subjective) information on peers' preparation, confidence, and past performance can support students in answering correctly in audience response systems (aka clickers). The result analysis shows that in the "challenging" questions, in which answers diverged, students who received additional information about peers' self‐reported preparation and/or confidence outperformed students who were only given the objective percentage with or without past performance feedback. In addition, students expressed a positive attitude towards the activity, commenting its usefulness in better understanding course material and identifying misconceptions. Lay Description: What is already known about this topic: Audience response systems (ARS) typically provide anonymous feedback (i.e., percentage)Information on how much a partner knows is important for peer answer evaluationSystematic research of such metacognitive information on peers in ARS is missing What this paper adds: This study explores the use of objective and subjective feedback metrics in ARSThese metrics are percentage, preparation, confidence, and past performanceIt also analyses how such metrics may impact student attitudes and performance Implications for practice and/or policy: Main effect for preparation and confidence metrics in "challenging" questionsPositive student evaluation of ARS for deeper understanding and clarifying misconceptions pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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