Interactive Learning with Student Response System to Encourage Students to Provide Peer Feedback

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dc.contributor.authorSitthiworachart, Jirarat
dc.contributor.authorJoy, Mike
dc.contributor.authorPonce, Héctor R.
dc.date.accessioned2026-08-06T10:41:05Z
dc.date.available2026-08-06T10:41:05Z
dc.date.issued2023-03-01
dc.description.abstractThis study analyzed anonymous peer feedback among two groups of university students—a lower-performing class and a higher-performing class. Students used an audience response system to anonymously comment on each other’s work. Each peer feedback or comment was categorized into one of seven types: Praise+, Praise−, Criticism+, Criticism−, Combined Praise and Criticism, Opinion, and Irrelevant. The plus (+) and minus (−) signs were used to categorize the quality of the feedback. The learning performance of the two groups of students was also analyzed. The main result showed that the lower-performing class (based on the average midterm scores) provided more substantial Criticism+ and Opinion-type comments than the higher-performing students. Contrary to expectation, no significant difference was found between the two classes on the final exam, suggesting that anonymity allowed lower-performing students to express themselves more effectively than higher-performing students, leading them to improve their learning outcomes.
dc.identifier.citationEducation Sciences, 13(3), 2023
dc.identifier.doi10.3390/educsci13030310
dc.identifier.issn22277102
dc.identifier.other2-s2.0-85151093891
dc.identifier.urihttps://dspace.kmitl.ac.th/handle/123456789/14314
dc.sourceEducation Sciences
dc.subjectinteractive learning
dc.subjectpeer feedback
dc.subjectpeer review
dc.subjectstudent response system
dc.titleInteractive Learning with Student Response System to Encourage Students to Provide Peer Feedback
dc.typeArticle

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