An Investigation of a Joyful Peer Response System: High Ability vs. Low Ability

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107266

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107266

Title:	An Investigation of a Joyful Peer Response System: High Ability vs. Low Ability
Authors:	陳德懷;Wang, Jen-Hang;Chen, Sherry Y.;Chan, Tak-Wai
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Ability;Academic achievement;CAI;Computer assisted instruction;Education;Games;Learning;Learning environment;Motivation;Peers;Perception;Perceptions;Student writing;Students
Date:	2016-06-02
Issue Date:	2026-04-23 14:03:46 (UTC+8)
Publisher:	Taylor and Francis Ltd.;Norwood: Taylor & Francis
Abstract:	摘要： Existing peer response approaches majorly take place in traditional educational contexts, where students may not be highly motivated. On the other hand, game-based learning takes a joyful way to enhance students' motivation. Accordingly, we propose a joyful peer response (JPR), where game-based learning and peer response are integrated together. Furthermore, two empirical studies were conducted to investigate how high- and low-ability students perform in the JPR and how their perceptions are associated with their performance. Regarding the former, the findings suggest that the JPR is beneficial to high- and low-ability students. Regarding the latter, the findings imply that the writing performance of the high-ability students is majorly related to their perceptions of game elements. On the other hand, the writing performance of the low-ability students is related to their perceptions of both game elements and peer response. 出版者： Norwood: Taylor & Francis 出版日期： 2016-06-02 出處： International journal of human-computer interaction, 2016-06, Vol.32 (6), p.431-444 資源來源： EBSCOhost Business Source Premier 版權： Copyright © Taylor & Francis Group, LLC 版權： Copyright Lawrence Erlbaum Associates, Inc. 2016 識別號： ISSN: 1044-7318 識別號： EISSN: 1532-7590 識別號： EISSN: 1044-7318 識別號： DOI: 10.1080/10447318.2016.1159800 識別號： CODEN: IJHIEC
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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