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The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts./
Author:	Broome, Kerise Amaris.
Description:	1 online resource (135 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9798379925505

The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts.
Broome, Kerise Amaris.

The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts. - 1 online resource (135 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2023.

Includes bibliographical references

The purpose of this action research is to evaluate the impact of gamified peer feedback in a high school English Language Arts classroom at Southern Charter High School. National assessments on writing show that student proficiency is low in part because many high school students lack revision skills. Compounding the problem is that as classroom sizes grow, teachers have less time to give the feedback that students need to improve. Peer feedback shows great promise in being able to solve the feedback problem, but it must be carefully structured to be effective. This study will be guided by four research questions (1): What impact does gamified peer feedback have on the quality of peer feedback given by tenth grade ELA students at Southern Charter High school? (2) What impact does the type of peer feedback given and received have on their writing improvement? (3) What are the effects of gamified peer feedback on low versus high ability students' writing improvement?The study will utilize a concurrent mixed-methods design approach with a class of approximately 25 student participants in a tenth grade English Language Arts class. Students will experience approximately twelve class periods of a gamified peer feedback innovation in conjunction with writing four essays over the course of fifteen weeks in their semester. Qualitative data including peer feedback comments and peer feedback videos will be collected in addition to quantitative data from analytic scoring rubrics and analyzed using descriptive and inferential statistics to determine if their writing is improved.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379925505Subjects--Topical Terms:

556755
Educational technology.
Subjects--Index Terms:

ELAIndex Terms--Genre/Form:

554714
Electronic books.

The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts.
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500 $a Advisor: Vasconcelos, Lucas.
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504 $a Includes bibliographical references
520 $a The purpose of this action research is to evaluate the impact of gamified peer feedback in a high school English Language Arts classroom at Southern Charter High School. National assessments on writing show that student proficiency is low in part because many high school students lack revision skills. Compounding the problem is that as classroom sizes grow, teachers have less time to give the feedback that students need to improve. Peer feedback shows great promise in being able to solve the feedback problem, but it must be carefully structured to be effective. This study will be guided by four research questions (1): What impact does gamified peer feedback have on the quality of peer feedback given by tenth grade ELA students at Southern Charter High school? (2) What impact does the type of peer feedback given and received have on their writing improvement? (3) What are the effects of gamified peer feedback on low versus high ability students' writing improvement?The study will utilize a concurrent mixed-methods design approach with a class of approximately 25 student participants in a tenth grade English Language Arts class. Students will experience approximately twelve class periods of a gamified peer feedback innovation in conjunction with writing four essays over the course of fifteen weeks in their semester. Qualitative data including peer feedback comments and peer feedback videos will be collected in addition to quantitative data from analytic scoring rubrics and analyzed using descriptive and inferential statistics to determine if their writing is improved.
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