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The Effects of Gamified Peer Feedbac...

Broome, Kerise Amaris.

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The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts./
作者:	Broome, Kerise Amaris.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	135 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	Educational technology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30310677
ISBN:	9798379925505

The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts.
Broome, Kerise Amaris.

The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 135 p.

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2023.

The purpose of this action research is to evaluate the impact of gamified peer feedback in a high school English Language Arts classroom at Southern Charter High School. National assessments on writing show that student proficiency is low in part because many high school students lack revision skills. Compounding the problem is that as classroom sizes grow, teachers have less time to give the feedback that students need to improve. Peer feedback shows great promise in being able to solve the feedback problem, but it must be carefully structured to be effective. This study will be guided by four research questions (1): What impact does gamified peer feedback have on the quality of peer feedback given by tenth grade ELA students at Southern Charter High school? (2) What impact does the type of peer feedback given and received have on their writing improvement? (3) What are the effects of gamified peer feedback on low versus high ability students' writing improvement?The study will utilize a concurrent mixed-methods design approach with a class of approximately 25 student participants in a tenth grade English Language Arts class. Students will experience approximately twelve class periods of a gamified peer feedback innovation in conjunction with writing four essays over the course of fifteen weeks in their semester. Qualitative data including peer feedback comments and peer feedback videos will be collected in addition to quantitative data from analytic scoring rubrics and analyzed using descriptive and inferential statistics to determine if their writing is improved.

ISBN: 9798379925505Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

ELA

The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts.
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500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisor: Vasconcelos, Lucas.
502 $a Thesis (Ed.D.)--University of South Carolina, 2023.
520 $a The purpose of this action research is to evaluate the impact of gamified peer feedback in a high school English Language Arts classroom at Southern Charter High School. National assessments on writing show that student proficiency is low in part because many high school students lack revision skills. Compounding the problem is that as classroom sizes grow, teachers have less time to give the feedback that students need to improve. Peer feedback shows great promise in being able to solve the feedback problem, but it must be carefully structured to be effective. This study will be guided by four research questions (1): What impact does gamified peer feedback have on the quality of peer feedback given by tenth grade ELA students at Southern Charter High school? (2) What impact does the type of peer feedback given and received have on their writing improvement? (3) What are the effects of gamified peer feedback on low versus high ability students' writing improvement?The study will utilize a concurrent mixed-methods design approach with a class of approximately 25 student participants in a tenth grade English Language Arts class. Students will experience approximately twelve class periods of a gamified peer feedback innovation in conjunction with writing four essays over the course of fifteen weeks in their semester. Qualitative data including peer feedback comments and peer feedback videos will be collected in addition to quantitative data from analytic scoring rubrics and analyzed using descriptive and inferential statistics to determine if their writing is improved.
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