Session:「Classroom Tools」

Better Organization or a Source of Distraction?: Introducing Digital Peer Feedback to a Paper-Based Classroom

論文URL: http://dl.acm.org/citation.cfm?doid=3025453.3025564

論文アブストラクト: Peer feedback is a central activity for project-based design education. The prevalence of devices carried by students and the emergence of novel peer feedback systems enables the possibility of collecting and sharing feedback immediately between students during class. However, pen and paper is thought to be more familiar, less distracting for students, and easier for instructors to implement and manage. To evaluate the efficacy of in-class digital feedback systems, we conducted a within-subjects study with 73 students during two weeks of a game design course. After short student presentations, while instructors provided verbal feedback, peers provided feedback either on paper or through a device. The study found that both methods yielded comments of similar quality and quantity, but the digital approach provided additional ways for students to participate and required less effort from the instructors. While both methods produced similar behaviors, students held inaccurate perceptions about their behavior with each method. We discuss design implications for technologies to support in-class feedback exchange.

日本語のまとめ:

ペアフィードバックは教育設計において中心となる活動である。デバイスを用いることで情報の入手と共有が即座に行えるようになるが、紙とペンによるフィードバックの方が生徒と教師にとっては扱いやすいと考えられている。そこで、デジタルフィードバックの有用性を示すために73人の生徒を対象とした実験を行った。実験の結果、どちらの方法でも同様の質と量のフィードバックが得られた。しかし、デジタルフィードバックでは生徒たちに情報収取の新たな方法を提供することができた。この結果を受けて、フィードバックの方法を再設計することを提案する。

Group Spinner: Recognizing and Visualizing Learning in the Classroom for Reflection, Communication, and Planning

論文URL: http://dl.acm.org/citation.cfm?doid=3025453.3025679

論文アブストラクト: Group Spinner is a digital visual tool intended to help teachers observe and reflect on children's collaborative technology-enhanced learning activities in the classroom. We describe the design of Group Spinner, which was informed by activity theory, previous work and teachers' focus group feedback. Based on a radar chart and a set of indicators, Group Spinner allows teachers to record in-class observations as to different aspects of group learning and learning behaviors, beyond the limited knowledge acquisition measures. Our exploratory study involved 6 teachers who used the tool for a total of 23 classes in subjects ranging from Maths and Geography to Sociology and Art. Semi-structured interviews with these teachers revealed a number of different uses of the tool. Depending on their experience and pedagogy, teachers considered Group Spinner to be a valuable tool to support awareness, reflection, communication, and/or planning.

日本語のまとめ:

グループスピナーは、教師が生徒たちの学習活動を観察し、反映しやすくするための視覚的ツールである。グループスピナーによって、教師は生徒たちのグループ学習と学習態度における異なった側面を観察することができる。6人の教師を対象に、23のクラスに実験を行い、グループスピナーは教育現場において様々な有用性が考えられると結論が得られた。

ViVo: Video-Augmented Dictionary for Vocabulary Learning

論文URL: http://dl.acm.org/citation.cfm?doid=3025453.3025779

論文アブストラクト: Research on Computer-Assisted Language Learning (CALL) has shown that the use of multimedia materials such as images and videos can facilitate interpretation and memorization of new words and phrases by providing richer cues than text alone. We present ViVo, a novel video-augmented dictionary that provides an inexpensive, convenient, and scalable way to exploit huge online video resources for vocabulary learning. ViVo automatically generates short video clips from existing movies with the target word highlighted in the subtitles. In particular, we apply a word sense disambiguation algorithm to identify the appropriate movie scenes with adequate contextual information for learning. We analyze the challenges and feasibility of this approach and describe our interaction design. A user study showed that learners were able to retain nearly 30% more new words with ViVo than with a standard bilingual dictionary days after learning. They preferred our video-augmented dictionary for its benefits in memorization and enjoyable learning experience.

日本語のまとめ:

Vivoは言語習得のために動画を用いるサービスである。Vivoでは自動的に字幕に基いたショートビデオクリップが作成される。学習者たちは今までの学習方法に比べて、約30%多くの単語を覚えていた。彼らはこのような動画を用いた学習方法を有用であると推奨している。

From in the Class or in the Wild?: Peers Provide Better Design Feedback Than External Crowds

論文URL: http://dl.acm.org/citation.cfm?doid=3025453.3025477

論文アブストラクト: As demand for design education increases, instructors are struggling to provide timely, personalized feedback for student projects. Gathering feedback from classroom peers and external crowds offer scalable approaches, but there is little evidence of how they compare. We report on a study in which students (n=127) created early- and late-stage prototypes as part of nine-week projects. At each stage, students received feedback from peers and external crowds: their own social networks, online communities, and a task market. We measured the quality, quantity and valence of the feedback and the actions taken on it, and categorized its content using a taxonomy of critique discourse. The study found that peers produced feedback that was of higher perceived quality, acted upon more, and longer compared to the crowds. However, crowd feedback was found to be a viable supplement to peer feedback and students preferred it for projects targeting specialized audiences. Feedback from all sources spanned only a subset of the critique categories. Instructors may fill this gap by further scaffolding feedback generation. The study contributes insights for how to best utilize different feedback sources in project-based courses.

日本語のまとめ:

ペアフィードバックとソーシャルメディア等からのフィードバックのどちらが優れているのかを比較してみた。結果、ペアフィードバックの方が優れた質の情報が得られたが、ソーシャルメディアからのフィードバックはペアフィードバックでの情報を補助することができるため、こちらの方法もまた重要であることがわかった。異なったフィードバックからの情報をどのように有益なものにするかを考えさせる研究であった。