Using learning analytics to explore peer learning patterns in asynchronous gamified environments
Jewoong Moon,
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Laura McNeill,
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Christopher T. Edmonds
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et al.
International Journal of Educational Technology in Higher Education,
Journal Year:
2024,
Volume and Issue:
21(1)
Published: July 11, 2024
Abstract
This
study
explored
the
dynamics
of
students'
knowledge
co-construction
in
an
asynchronous
gamified
environment
higher
education,
focusing
on
peer
discussions
college
business
courses.
Utilizing
epistemic
network
analysis,
sequence
pattern
mining,
and
automated
coding,
we
analyzed
interactions
1,319
students.
Our
findings
revealed
that
externalization
activity
were
prevalent,
demonstrating
a
strong
link
between
problem-solving
conceptual
understanding.
Three
primary
discussion
types
observed:
argumentative,
epistemic,
social,
each
with
unique
patterns
engagement
idea
integration.
Effective
included
open-ended
questions
focus,
debates
serving
as
intense
arenas,
social
fostering
supportive
collaborative
learning
environment.
The
introduction
gamification
elements
led
to
increased
student
participation.
emphasize
significance
structured
collaboration,
argumentation
promoting
effective
settings.
offers
insights
into
temporal
interplay
discourse
dimensions
their
potential
for
learning,
enhancing
our
understanding
how
analytics
can
be
employed
discover
ways
which
students
co-construct
environments.
Language: Английский
Engaging Young Students in Effective Writing Development: An Augmented Reality-Based Peer Assessment Approach Within a Self-Regulated Learning Context
Journal of Educational Computing Research,
Journal Year:
2025,
Volume and Issue:
unknown
Published: May 13, 2025
Peer
assessment
(PA)
is
widely
acknowledged
as
an
effective
method
for
facilitating
students’
writing
development
by
fostering
self-regulated
learning.
However,
it
often
fails
to
address
the
issue
of
anxiety
that
many
students
experience
while
learning
write.
To
this
challenge,
present
study
proposed
innovative
approach
integrating
augmented
reality
(AR)
with
peer
(ARPA)
based
on
a
(SRL)
model
facilitate
young
development.
A
quasi-experimental
involving
77
elementary
school
from
China
was
conducted
evaluate
effectiveness
ARPA
compared
PA
The
results
revealed
significantly
yielded
improvement
in
performance
and
metacognition,
reduced
their
anxiety.
Moreover,
analysis
feedback
profiles
indicated
differences
between
groups,
former
demonstrating
higher
frequency
didactic
feedback,
latter
exhibited
more
corrective
reinforcing
feedback.
Furthermore,
stimulated
motivation
helped
them
overcome
common
challenges
such
writer’s
block
uncertainty.
This
contributed
literature
identifying
educational
potential
AR
technology
into
process
education.
Language: Английский
Engaging second language (L2) students with synchronous written corrective feedback in technology-enhanced learning contexts: A mixed-methods study
Humanities and Social Sciences Communications,
Journal Year:
2025,
Volume and Issue:
12(1)
Published: May 25, 2025
Language: Английский
The use of mobile instant messaging for peer feedback in online assessments for learning
Accounting Education,
Journal Year:
2023,
Volume and Issue:
32(5), P. 563 - 577
Published: June 16, 2023
As
a
result
of
containment
measures
implemented
during
COVID-19,
the
authors
needed
to
re-envision
and
restructure
in-person
assessments
for
learning
that
provided
immediate
peer
feedback
students
in
their
competency-based
financial
reporting
course.
Peer
is
crucial
education,
as
mastering
competency
necessitates
feedback.
This
study
examines
use
mobile
instant
messaging
(MIM)
by
facilitate
online
investigates
types
provided.
Content
analysis
students'
MIMs
reveals
cognitive
was
most
prevalent
type
Cognitive
helps
manage
task
at
hand,
which
appears
be
important
coping
with
disruptive
environment
pandemic.
Although
initially
prompted
pandemic,
MIM
has
potential
persist
post-pandemic
classroom.
Language: Английский
La Retroalimentación por Pares a través del Diálogo Vista por el Alumnado
Revista Iberoamericana de Evaluación Educativa,
Journal Year:
2024,
Volume and Issue:
17(2), P. 45 - 62
Published: Nov. 1, 2024
La
investigación
demuestra
la
importancia
de
retroalimentación
entre
iguales
para
su
aprendizaje,
especialmente
en
quien
elabora
los
comentarios
frente
a
recibe.
Esta
se
centró
conocer
percepción
del
alumnado
respecto
las
repercusiones
brindar
por
pares
través
diálogo.
Los
datos
recabaron
el
marco
una
acción
formativa
con
30
estudiantes
último
curso
Grado
Magisterio.
El
encuadre
educativo
tuvo
lugar
estrategia
tríadas
reflexivas
y
cualitativos
recogieron
partir
informes
que
elaboraron.
información
extraída
analizó
siguiendo
teoría
fundamentada,
emergieron
dos
categorías
análisis
torno
esferas
emocional
ejecutiva.
resultados
mostraron
emociones
tanto
valencia
agradable
como
desagradable.
En
cuanto
al
control
ejecutivo,
evidenciaron
diversos
niveles
consolidación.
estudio
concluye
es
necesario
identificar
desagradables
iniciar
procesos
personales
transformación.
A
vez,
preciso
promover
avances
dominio
ejecutivo
básicos
retroalimentación,
permitan
consolidar
orden
superior.
Todo
ello
contribuirá
positivamente
desempeño