| Title | Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach |
|---|---|
| ID_Doc | 76 |
| Authors | Friedrich, D |
| Published | Smart Learning Environments, 6, 1 |
| Structure | Here are the sections of the article with two sentences each: The article discusses the effectiveness of peer review as a cooperative learning method applied out-of-class in a role-playing game setting. The study used a quasi-experimental approach and found that the experimental group used the training software more frequently and showed a greater increase in group dynamics and motivation. The engineering studies at universities require a high proportion of self-study, supported by instruments that motivate students to deepen their knowledge through case studies and training software. The Class Peer Review (CPR) requires students to evaluate each other, but lecturers often lose time applying it during the lecture. The dual study program in Germany, where students spend half of their semester at a training company, requires students to work independently and use software applications. The study aimed to investigate the effectiveness of CPR as a cooperative learning method applied out-of-class in a role-playing game setting. PBL is a teaching approach that requires students to work on real-world problems and apply theoretical knowledge to solve them. The social learning environment and group dynamics play a crucial role in the learning process, and cooperative learning methods like CPR can enhance the learning experience. CPR is a method where students evaluate each other's work, providing constructive feedback to improve the quality of the work. The study used a web-based virtual environment to facilitate CPR and found that it was an effective tool for extending problem-based teaching to the self-learning phase. The study used a quasi-experimental approach, comparing two cohorts of students who received either CPR or conventional instruction. The study collected data from a lecture held at two study courses and used a pre- and post-test design to evaluate the effectiveness of CPR. The experimental group received detailed information about the objectives and purpose of CPR, as well as a guide for authors, and had to submit their manuscripts online. The review process involved a rubric with control questions and content judgment questions, and the lecturer maintained a list of deadlines and reviewers. The study found that the experimental group used the software more frequently and showed a greater increase in group dynamics and motivation. The CPR application also led to a more positive experience of the class group, with students feeling a stronger sense of togetherness and cooperation. The study found that the review of manuscripts was of good quality and that students were motivated to use the software and work on their projects. The CPR application also led to a more positive experience of the class group, with students feeling a stronger sense of togetherness and cooperation. The study found that students in the experimental group felt more confident and motivated to work on their projects, and had a more positive attitude towards the class group. The CPR application also led to a more positive experience of the class group, with students feeling a stronger sense of togetherness and cooperation. The study found that the experimental group performed better in the practical questions of the exam, but the difference was not statistically significant. The CPR application did not have a significant effect on the final grades of the students. The study found that CPR is an effective tool for extending problem-based teaching to the self-learning phase, and can enhance group dynamics and motivation. The CPR application also led to a more positive experience of the class group, with students feeling a stronger sense of togetherness and cooperation. The study had several limitations, including a small sample size and a lack of control over extraneous variables. Future studies should aim to address these limitations and investigate the effects of CPR in more diverse contexts. Future studies should investigate the effects of CPR in different subject areas and with different age groups. The study also highlighted the importance of integrating CPR with other teaching methods and technologies to enhance the learning experience. |
| Summary | The study examined the effectiveness of peer review as a cooperative learning method applied out-of-class in a role-playing game for "Building Physics" students. The research used a quasi-experimental approach, comparing an experimental group (n = 31) with a control group (n = 29). The experimental group conducted a Class Peer Review (CPR) within the self-study phase, while the control group only received instructional and frontal teaching. The CPR process was conducted online using a web-based role-playing game, with a fictive Class Journal as an incentive and motivational element. The study found that the experimental group used the training software more frequently and had a greater increase in group dynamics. Female students in the experimental group were more motivated to continue this type of group work in the future. The CPR method was found to have a positive effect on students' personal attitudes, particularly in terms of feeling togetherness and motivation. However, the effect on final grades was statistically weak. The study suggests that CPR can be an effective tool to extend problem-based learning to the self-learning phase when practiced in combination with a role play and fictive Class Journal. The results of this study have implications for the integration of e-tools in teaching, particularly in technical disciplines. The study investigated the effectiveness of peer review in a technical discipline, with a focus on the impact on personal attitudes, group dynamics, and final grades. The quasi-experimental design compared an experimental group with a control group, with the experimental group conducting CPR within the self-study phase. The results showed that the experimental group had a greater increase in group dynamics, motivation, and feeling togetherness. However, the effect on final grades was statistically weak. The study suggests that CPR can be an effective tool to extend problem-based learning to the self-learning phase, particularly when practiced in combination with a role play and fictive Class Journal. The results of this study have implications for the integration of e-tools in teaching, particularly in technical disciplines. The study also highlights the importance of considering gender differences in the impact of CPR on personal attitudes. |
| Scientific Methods | The article "Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study" by Daniel Friedrich presents a quasi-experimental study on the effectiveness of Class Peer Review (CPR) as a cooperative web-based learning method in a role-playing game setting. Here are the research methods used in this study: 1. 2. * Acceptance of Learning Resources (ANOVA descriptive statistics) * Group Dynamics (ANOVA descriptive statistics) * Motivation (pre- and post-test comparisons) * Subjective Success in Learning (pre- and post-test comparisons) * Experiencing Competence (pre- and post-test comparisons) * Acceptance of the Teaching Method (pre- and post-test comparisons) * Effect of CPR on the Lecture Exam (ANOVA descriptive statistics) 3. * Questionnaires (pre- and post-tests) * Online surveys (for collecting biographical data) * Review reports (for assessing the quality of manuscripts) * Online review software (for facilitating peer review) 4. 5. 6. 7. 8. 9. 10. Overall, the study employed a mixed-methods approach, combining quantitative and qualitative methods to assess the effectiveness of CPR in a role-playing game setting. |
| Article contribution | The article "Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study" by Daniel Friedrich presents an innovative approach to peer review, using a web-based role-playing game to facilitate self-directed learning and collaboration among students. The study demonstrates the effectiveness of this approach in promoting autonomous learning, improved group dynamics, and enhanced academic performance. 1. 2. 3. 4. 1. 2. 3. 1. 2. 1. 2. 3. In conclusion, the study "Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study" presents a innovative approach to peer review, using a web-based role-playing game to facilitate self-directed learning and collaboration among students. The study demonstrates the effectiveness of this approach in promoting autonomous learning, improving group dynamics, and enhancing academic performance. While the study has limitations, it contributes to regenerative economics by promoting lifelong learning, entrepreneurship, and innovation. |
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