Are Pairs More Attentive Towards Feedback Than Individuals? A Glance into Feedback Neglect for Middle-School Students Using an Educational Game in History
(2023) 16th International Conference on Computer-Supported Collaborative Learning, CSCL 2023 p.115-122- Abstract
Critical constructive feedback (CCF), is said to be a key ingredient in learning. However, if and how learners engage in CCF is rarely studied in collaborative learning situations. This study aims to filling this research gap by analyzing data logs from dyads of middle school students using an educational game in history, evaluating their inclination to dismiss or attend to feedback when making errors and failing on tasks. Data from 106 students, working individually as well as in pairs on the same tablet, were analyzed and evaluated. The results reveal that the inclination to attend to feedback differed between conditions, but that this tendency also differed between achievement levels. While medium/lower-achieving students generally... (More)
Critical constructive feedback (CCF), is said to be a key ingredient in learning. However, if and how learners engage in CCF is rarely studied in collaborative learning situations. This study aims to filling this research gap by analyzing data logs from dyads of middle school students using an educational game in history, evaluating their inclination to dismiss or attend to feedback when making errors and failing on tasks. Data from 106 students, working individually as well as in pairs on the same tablet, were analyzed and evaluated. The results reveal that the inclination to attend to feedback differed between conditions, but that this tendency also differed between achievement levels. While medium/lower-achieving students generally were more attentive towards feedback when working in pairs (compared to working individually), the opposite was found for higher-achieving students. However, higher-achieving students working in pairs attended more to CCF after repeated failures (compared to working individually).
(Less)
- author
- Ternblad, Eva Maria LU ; Bagra, Sam ; Gulz, Agneta LU ; Haake, Magnus LU and Tärning, Betty LU
- organization
- publishing date
- 2023
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- host publication
- Computer-Supported Collaborative Learning Conference, CSCL
- editor
- Damsa, Crina ; Borge, Marcela ; Koh, Elizabeth and Worsley, Marcelo
- pages
- 8 pages
- publisher
- International Society of the Learning Sciences (ISLS)
- conference name
- 16th International Conference on Computer-Supported Collaborative Learning, CSCL 2023
- conference location
- Montreal, Canada
- conference dates
- 2023-06-10 - 2023-06-15
- external identifiers
-
- scopus:85183880936
- ISBN
- 9781737330684
- language
- English
- LU publication?
- yes
- id
- 07244e4f-d292-4984-8585-a9b4c7cda3a6
- date added to LUP
- 2024-02-27 11:17:21
- date last changed
- 2024-02-27 11:20:00
@inproceedings{07244e4f-d292-4984-8585-a9b4c7cda3a6, abstract = {{<p>Critical constructive feedback (CCF), is said to be a key ingredient in learning. However, if and how learners engage in CCF is rarely studied in collaborative learning situations. This study aims to filling this research gap by analyzing data logs from dyads of middle school students using an educational game in history, evaluating their inclination to dismiss or attend to feedback when making errors and failing on tasks. Data from 106 students, working individually as well as in pairs on the same tablet, were analyzed and evaluated. The results reveal that the inclination to attend to feedback differed between conditions, but that this tendency also differed between achievement levels. While medium/lower-achieving students generally were more attentive towards feedback when working in pairs (compared to working individually), the opposite was found for higher-achieving students. However, higher-achieving students working in pairs attended more to CCF after repeated failures (compared to working individually).</p>}}, author = {{Ternblad, Eva Maria and Bagra, Sam and Gulz, Agneta and Haake, Magnus and Tärning, Betty}}, booktitle = {{Computer-Supported Collaborative Learning Conference, CSCL}}, editor = {{Damsa, Crina and Borge, Marcela and Koh, Elizabeth and Worsley, Marcelo}}, isbn = {{9781737330684}}, language = {{eng}}, pages = {{115--122}}, publisher = {{International Society of the Learning Sciences (ISLS)}}, title = {{Are Pairs More Attentive Towards Feedback Than Individuals? A Glance into Feedback Neglect for Middle-School Students Using an Educational Game in History}}, year = {{2023}}, }