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Abstract
Eye tracking research on the cognitive processing and use of peer feedback by the students is scarce. The limited set of studies that have been conducted on the topic indicate that higher education students struggle with this. Moreover, the limited set of studies show a substantial shortcoming: only one peer provided feedback, which contrasts with most peer feedback exercises in which multiple students give feedback. To address this shortcoming, the present project discerns the following research questions: (1) Which attention patterns are effective? and (2) Are there statistically significant differences between the use of feedback with and without contradictions? Sixty medical education students will be invited to (1) read an essay written by a fictional student, (2) read feedback provided by 2 fictional peers with and without contradiction, (3) revise the essay, (4) execute a distraction task and (5) a feedback recall exercise. Different kinds of feedback will be used: higher or lower level of feedback and suggestive or directive feedback. Students’ eye movements will be measured with an eye tracker during these tasks. To discern which attention patterns are effective, recall and revision performances will enable us to determine which students have used effective cognitive processing strategies and which have used ineffective cognitive processing strategies. Hence, we will discern the effective and ineffective eye movements using a Mann-Whitney U test. To answer the research question on statistically significant differences between the use of feedback with and without contradictions, a multivariate analysis of variance [MANOVA] will be carried out.
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Coertjens, L., Van Meenen, F., & Masson, N. (2020). How do students cognitively process and use peer feedback with and without contradictions? Evidence from an eye tracking study. EARLI Sig27, Online (Antwerpen, Belgium). https://hdl.handle.net/2078.5/269069