Effect of Feedback with Video-based Peer Modeling on Learning and Self-efficacy

Wadi Eghterafi, Mary C. Tucker, I. Zhang, Ji Yeon Son
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引用次数: 1

Abstract

In this study, we examined the effect of video-based feedback designed to highlight a peer engaging in effective thinking processes on self-efficacy beliefs and learning outcomes (performance on a delayed quiz). Students in an introductory statistics course participated in an online learning activity where they received feedback in one of three randomly assigned conditions: a video of a peer demonstrating the process of arriving at a correct answer (mastery condition), a peer making mistakes then self-correcting those errors before arriving at a correct answer (coping condition), or a screenshot of a peer’s correct worked example (as a control). Results indicated that students who watched the mastery videos, but not the coping videos, rated their self-efficacy higher and scored higher on a class quiz taken more than a day after the feedback intervention than students who viewed a worked example. However, students in the two video conditions did not significantly differ in terms of either self-efficacy and quiz performance. The results of this study, although modest in scope, illustrate how the design of feedback could lead to noticeable differences in student learning.
基于视频的同伴模型反馈对学习和自我效能的影响
在这项研究中,我们检验了基于视频的反馈对自我效能信念和学习结果(延迟测验的表现)的影响,该反馈旨在强调同伴参与有效的思维过程。统计学入门课程的学生参加了一项在线学习活动,在该活动中,他们在三个随机分配的条件中的一个条件下收到了反馈:一个同伴演示得出正确答案的过程的视频(掌握条件),一个同伴犯错误,然后在得出正确答案之前自我纠正这些错误(应对条件),或者对等方的正确工作示例的屏幕截图(作为对照)。结果表明,与观看榜样的学生相比,观看掌握视频而非应对视频的学生对自我效能感的评价更高,在反馈干预后一天多的课堂测试中得分也更高。然而,两种视频条件下的学生在自我效能感和测验成绩方面没有显著差异。这项研究的结果虽然范围不大,但说明了反馈的设计如何导致学生学习的显著差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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CiteScore
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