Eric Zhi-Feng Liu

Web-based peer assessment : feedback for students with various thinking-styles

Abstract This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web-based peer assessment. An Internet-based (anonymous) peer-assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web-based peer assessment adopts a specific feedback format for all students.

A Networked Peer Assessment System Based on a Vee Heuristic

This study implements a networked peer assessment system based on the use of a Vee heuristic. Using this system, students submit their homework (relating to designing science activities)via the underlying network facility. They then assess each others homework by offering suggestions – again, through the network. Students then modify their original designs based on the suggestions that they receive. This procedure is repeated for two or three consecutive rounds. In this process, each student functions as an author, a reviewer, and an adapter. This learning model allows students to further develop their critical thinking skills. Preliminary peer assessment results revealed that the networked peer-assessment model and Vee heuristic facilitated pre-service science teachers to continuously progress when designing science activities.

Use of peer feedback to enhance elementary students' writing through blogging.

Addressforcorrespondence:Mr.YuLiangChen,Departmentof ComputerScience,NationalChiaoTungUniversity,1001 University Road, Hsinchu 300, Taiwan. Email: imklchen@gmail.com; Dr. Eric Zhi Feng Liu, GraduateInstitute of Learning & Instruction, National Central University, no. 300 Jung-da Road, Chung-Li City, Taoyuan320, Taiwan. Email: totem@cc.ncu.edu.tw

Developing evaluative indicators for educational computer games

This article considers the efficacy of educational computer and video games in improving student motivation and achievement. It is stated that prior research has suggested that educational games provide positive opportunities for active learning and help develop learning skills. A content analysis approach is used to analyze 196 different games that are popular in Taiwan. A Delphi survey is given to six educational technology experts, six educational psychology experts, six game design experts, six students each from elementary, junior, and high schools, and six teachers in an attempt to reach a consensus on educational games.

Early adolescents' perceptions of educational robots and learning of robotics

Introduction The use of robots in our daily life is becoming more and more popular. For example, robots can be used to serve the human beings, in teaching children language or in assisting the disabled. The learning of robotics maybe a trend and can give students an opportunity to design and create new applications (Resnick, Ocko & Papert, 1988). Many researchers have attempted to probe the factors that influence the manner in which students use and learn robotics (Liu, Kou, Lin, Cheng & Chen, 2008). However, few have explored students’ perceptions of educational robots and learning of robotics. This study can be considered as a pilot study that investigates early adolescents’ perceptions of educational robots and learning of robotics. The students’ perceptions of educational robots and learning of robotics shape their attitudes and behaviours towards the use of educational robots and learning of robotics. Therefore, this study conducted interviews to investigate early adolescents’ perceptions of educational robots and learning of robotics, to assign categories to the descriptions of their perceptions, and to develop a scale in order to collect more students’ perceptions of educational robots and learning of robotics.

Effects of online college student’s Internet self-efficacy on learning motivation and performance

This study investigates how Internet self-efficacy helps students to transform motivation into learning action, and its influence on learning performance. In this study, the effects of Internet self-efficacy on motivation and the learning performance of online college students were examined using social cognitive theory. The subjects of this study were 87 college students participating in an online course. We applied quantitative analysis to elucidate the relationship between student-perceived Internet self-efficacy and learning performance. The effects of Internet self-efficacy on student motivation and learning performance were evaluated through the analysis of variance. Students with high Internet self-efficacy outperformed those with low Internet self-efficacy on the final exam and were more confident in their ability to complete an online course. Significant gender differences were noted, in which males had a higher degree of Internet self-efficacy and confidence than females; whereas, females had higher scores of online discussion participation and the final exam than males. Regarding the learning motivation, the influence of Internet self-efficacy of males on the dimensions of relevance and confidence in the attention, relevance, confidence, satisfaction motivation model were stronger than females. Therefore, educators are encouraged to identify the psychological characteristics of online learners to provide suitable support for their learning.

Gender differences in usage, satisfaction, self-efficacy and performance of blogging

Introduction Studies reported that more than half of blog users are female (Henning, 2003); most of their content was journal-type posts. Female users update more frequently and use blogs more than male users. Herring and Paolillo (2006) indicated that males like to talk about cars, sports, computers and so on, and females like to talk about gossip. In terms of vocabulary use, the researchers discovered that female users usually use words such as sorry, appreciate or thankful; male users usually use aggressive words and sometimes are rude (Eckert & McConnell-Ginet, 2003; Herring, 1993).

Design of a Networked Portfolio System.

Portfolio assessment Portfolio assessment is a systematic means of accumulating and commenting on homework samples by students. Such samples can display or clarify the learning processes of a particular student. Correspondingly, peer assessment enhances a student’s important skills (eg, problem solving) and motivation to learn, thus making it an excellent assessment strategy to evaluate adult learners. Peer assessment can also be performed through a networked system. In this study, the system incorporates two distinct functions: one focusing on peer-assessment with the other focusing on portfolio-assessment. Functions designed to facilitate peer-assessment include on-line submission of work, on-line grading and the ability to view suggestions from peers. At the end of a semester, the portfolio-assessment allows students to select their best-written assignment.

Developing a personal and group-based learning portfolio system

The article attempts to utilize a network to establish a personal and group-based learning portfolio system characterized by cooperative learning. The system should be user-friendly and useful to teachers as they instruct and evaluate students and document and evaluate student and group learning portfolios. The personal and group-based learning portfolio system comprises two types of users: the teacher, who gives assignments and divides students into groups, and the students, who are asked to become acquainted with their group members, to collaborate to complete projects, and to evaluate the assignments of other groups.

Exploring parents' perceptions towards educational robots: Gender and socio-economic differences

Introduction An important recent trend in education has been towards the integration of different technologies, such as digital games (Chen, Chen & Liu, 2010; Chiang, Lin, Cheng & Liu, 2011; Lee & Chen, 2009; Lin & Liu, 2009; Liu & Lin, 2009) and educational robots (Chang, Lee, Chao, Wang & Chen, 2010a; Chang, Lee, Wang & Chen, 2010b; Wei, Hung, Lee & Chen, 2011), and the learning and teaching about design and implementation of educational robots (Liu, Lin & Chang, 2010). The development of educational robots, such as Topobo and LEGO Mindstorms NXT, gives students more chances to learning to build their own robots (Feng, Lin & Liu, 2011; Liu, 2010). Liu (2010) found that students perceived that educational robots were a useful learning technology and considered that learning to construct robots could help them develop important technological skills. Many researchers investigated the effect of integrating educational robots into educational fields, and they found that educational robots not only can enhance students’ learning motivation (Chang et al, 2010a; Liu et al, 2010) but also can improve students’ learning (Chang et al, 2010b). The findings from past studies showed that educational robots have become an important learning technology and a subject for students to study. The support and confidence of parents to help their children to learn with or learn to build robots are important for promoting the use of educational robots. The previous study (Liu, 2010) explored the students’ perceptions of educational robots, but the further investigation of parents’ perceptions towards educational robots has been lacking.