同伴熟悉度和主题熟悉度何以影响大学生在同伴反馈活动中的学习投入

Abstract

【摘要】本研究采用2*2实验设计，收集204名大学生的同伴互评数据进行编码，分析在微课制作的同伴互评活动中同伴熟悉度与主题熟悉度对职前教师学习投入的影响。结果显示，四组间的认知投入和情感投入的分布存在显著性差异。其中，主题熟悉度会显著影响学习者在同伴反馈活动中的学习者投入，主要包含认知投入中“个人观点”、“个人观点的解释”和“其他”，以及情感投入中的“委婉”。而同伴熟悉度仅对认知投入中的“其他”产生显著性影响。本研究试图通过分析大量反馈样本中认知与情感投入的分布，为观察到的同伴反馈机制提供新的见解。 Abstract: This study employed a 2*2 experimental design to collect and code peer assessment data from 204 college students, aiming to analyze the impact of peer familiarity and topic familiarity on pre-service teachers' learning engagement in peer feedback activities for micro-lesson production. The results indicated significant differences in the distribution of cognitive and affective engagement among the four groups. Specifically, topic familiarity significantly influenced learners' engagement in peer feedback activities, mainly in the aspects of "personal opinion", "explanation of personal opinion", and "others" in cognitive engagement, as well as "hedging" in affective engagement. In contrast, peer familiarity only had a significant impact on the "others" aspect of cognitive engagement. This study attempts to provide new insights into the observed peer feedback mechanism by analyzing the distribution of cognitive and affective engagement in a large number of feedback samples.