Abstract

Formative feedback is considered as one of the most effective interventions for promoting students’ development in learning processes. Nevertheless, providing formative feedback on assignments is time and resource-constrained, especially in large-scale lectures at universities. To address this issue, we developed a peer feedback system for exercises to support students’ learning process at universities. The approach enables students to provide feedback to each other similarly to scientific peer review approaches, allowing students to become more reflective and acquire metacognitive skills while reducing lecturers’ workload. However, the lack of motivation is a challenge in peer feedback approaches, as students perceive the process as additional effort. We use gamification to influence the emotional and cognitive state of students positively. Following a design science research approach, we developed and evaluated a web-based gamified peer feedback system after two build-evaluate cycles where game-design elements are used to promote students’ learning process and engagement.

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