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Gamified peer review for student engagement and feedback skills

Nhi Nguyen
|
November 11, 2024
Using
DOMAIN
Social Sciences
Class Size
16 – 26
Instructor Workload
Learner Workload
LMS
ABOUT THE INSTITUTION

Reykjavik University is a vibrant, student-centered, university with an international faculty and students originating from all over the world. The core activities of the University are teaching and research with strong ties with industry and society, emphasizing interdisciplinary work, international context, innovation and service excellence.

ABOUT THE INSTRUCTOR(S)

Freyja Thoroddsen Sigurdardottir is a lecturer at the Department of Business and Economics at Reykjavik University, where she teaches marketing-related subjects and serves as the academic coordinator of internships. Currently pursuing a Postgraduate Diploma in Teaching Studies for Higher Education at the University of Iceland, Freyja is particularly interested in gamification and active teaching methods, driven by her desire to make her own teaching more engaging.

ABOUT THE INSTITUTION

Reykjavik University is a vibrant, student-centered, university with an international faculty and students originating from all over the world. The core activities of the University are teaching and research with strong ties with industry and society, emphasizing interdisciplinary work, international context, innovation and service excellence.

ABOUT THE INSTRUCTOR(S)

Freyja Thoroddsen Sigurdardottir is a lecturer at the Department of Business and Economics at Reykjavik University, where she teaches marketing-related subjects and serves as the academic coordinator of internships. Currently pursuing a Postgraduate Diploma in Teaching Studies for Higher Education at the University of Iceland, Freyja is particularly interested in gamification and active teaching methods, driven by her desire to make her own teaching more engaging.

Context

Freyja Thoroddsen Sigurðardóttir, a lecturer at Reykjavik University shares her story of using gamified elements in the peer review process to nurture feedback skills, critical thinking, and learner engagement. 

This use case is based onFreyja’s presentation at inspirED 2024 Teaching and Learning Conference

Learning journey
Gamified peer review
A framework to integrate game design elements into peer review for enhanced engagement and critical thinking
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Learning journey
Self-assessment for learner engagement
A framework to integrate game design elements into peer review for enhanced engagement and critical thinking
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Learning journey
Developmental portfolio for lifelong learning
Promote skills transfer and career readiness through technology-enhanced student portfolios
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The challenge: Finding a way to improve the peer review process

Peer review, at its core, is a powerful tool that empowers students to take an active role in their own learning journey. By providing structured feedback on their peers' work, students not only hone their critical thinking skills but also develop a deeper understanding of the subject matter. However, the traditional peer review process can sometimes fall short in terms of student engagement and motivation. According to Freyja: 

“I wanted to provide students with more formative feedback… But we all know that it can be challenging for us to provide them with both good quality and a good quantity of formative feedback throughout the semester. I wanted to find a solution to that. I wanted to strengthen their critical thinking skills.”

This is where gamification comes into play. As Freyja remarked: “Gamification has been shown to have a positive effect on engagement and motivation, both extrinsic and intrinsic motivation. So it was something I felt curious about and wanted to explore further.”

The solution: Unlock student engagement with gamification and FeedbackFruits

Gamification, as Freyja explains, is the integration of game design elements, principles, and mechanics into educational contexts. By incorporating game-like features, such as points, badges, and leaderboards, educators can tap into students' intrinsic and extrinsic motivations, ultimately enhancing their engagement and participation.

In Freyja's case, she has implemented a gamified peer review system within her "Strategic Marketing Planning" course, an undergraduate program at the Department of Business and Economics at Reykjavik University. The course, which had between 17 and 26 students, provides an ideal environment for experimentation and implementation of this innovative approach. To further enhance the quality of the activity, Freyja utilized the FeedbackFruits Peer Review tool, due to its capacity in streamlining the peer review process. 

The gamified peer review process

The core of Freyja's gamified peer review system revolves around the "Teach Back" assignments, which account for 25% of the final course grade. These assignments require students to select a concept, theory, or method from the course textbook, create a detailed slide deck, and then "teach" the material to their peers and the instructor.

The gamified peer review component, which accounts for an additional 10% of the final grade, follows a structured process:

  • Submission: Students submit their "Teach Back" assignments through a peer review tool.
  • Anonymous Peer Review: After the submission deadline, each student receives three anonymous "Teach Back" assignments from their peers to review.
  • Peer Evaluation: Students review the three assigned "Teach Back" assignments and provide feedback. They also rank the reviews from most helpful (gold medal) to least helpful (bronze medal).
  • Feedback Incorporation: Students use the peer feedback they received to improve their final "Teach Back" assignment, which they submit at the end of the semester.
  • Self-Reflection: Students write a "Response to Reviewer" letter, reflecting on the changes they made (or didn't make) based on the peer feedback they received
Students giving feedback on Teach-Back slides in Peer Review tool
Students giving feedback on Teach-Back slides in Peer Review tool

The gamification aspect of this process comes into play through the medal system. Students are awarded gold, silver, and bronze medals based on the helpfulness of the reviews they provide to their peers. These medals translate into experience points (XP), which are then used to determine the student's final grade on the gamified peer review component.

Fostering a culture of collaboration and critical thinking

Freyja's approach to gamified peer review goes beyond simply implementing a point-based system. She has carefully crafted a learning environment that encourages collaboration, critical thinking, and a genuine appreciation for the feedback process.

To achieve this, Freyja has implemented several strategies:

  • Instructional Support: Freyja has created instructional videos that provide students with a clear understanding of the peer review process, the importance of providing helpful feedback, and the grading criteria.
  • In-Class Discussions: Freyja dedicates class time to discussing the meaning of "helpfulness" in the context of peer feedback, emphasizing that it's not just about boosting egos, but rather providing constructive and meaningful input.
  • Feedback Surveys: At the beginning and end of the semester, Freyja gathers feedback from students to identify areas for improvement and ensure the gamified peer review process is meeting their needs.

These efforts have helped to create a collaborative learning environment where students feel empowered to take an active role in their learning and the learning of their peers.

The outcomes: Measuring the Impact

Freyja's gamified peer review approach has yielded promising results, both in terms of student engagement and learning outcomes. By analyzing the data collected through the FeedbackFruits Peer Review tool and the end-of-semester surveys, Freyja and her collaborators, John and Aron, have gained valuable insights into the effectiveness of this innovative approach.

Some of the key findings include:

  • Perceived Educational Value: Students who understood and believed in the learning benefits of the gamified peer review process reported higher levels of process acceptance, desirable learning behaviors, and a lower perceived cost in terms of workload and time investment.
  • Improved Final Assignments: A significant number of students (43.5% in 2023 and 57.4% in 2024) agreed that their final "Teach Back" assignments were improved due to the peer feedback they received.
  • Engagement and Motivation: The gamification elements, such as the medal system and leaderboards, were well-received by students, with one student commenting that the "version of giving out medals was fun."

Freyja also shared some positive reflections from her students: 

“I liked that one part of the evaluation is based on peers. I’m usually not into competition but this version of giving out medals was fun.” – Anonymous student response

“It encourages students to be more thoughtful when giving the reviews.” – Anonymous student response

However, Freyja also acknowledges that the implementation of the gamified peer review system has not been without its challenges. Some students expressed frustration with the medal-awarding process, citing concerns about randomness and unfair evaluations. Freyja recognizes the need to address these issues and continues to refine the system based on student feedback and ongoing assessment.

Lessons learned and future directions

Freyja's experience with gamified peer review has provided valuable lessons that can inform the implementation of similar initiatives in other educational contexts:

  • Emphasize Meaningful Feedback: Ensure that students understand the importance of providing constructive and helpful feedback, rather than simply focusing on boosting egos or assigning random medals.
  • Foster Transparency and Fairness: Continuously evaluate the medal awarding process and address any perceived issues of randomness or unfairness to maintain student trust and engagement.
  • Encourage Active Participation: Explore ways to further enhance in-class discussions and active learning opportunities to deepen students' understanding of the peer review process and its benefits.
  • Leverage Data-Driven Insights: Utilize the data collected through the peer review tool and student surveys to refine the gamified approach and address areas for improvement.
  • Cultivate a Collaborative Learning Environment: Emphasize the collaborative nature of the peer review process, where students are empowered to support each other's learning and growth.

As Freyja looks to the future, she plans to continue refining and expanding the gamified peer review system within her "Strategic Marketing Planning" course. Additionally, she is exploring the potential to adapt this approach to other courses and disciplines, recognizing the broader applicability of gamification in enhancing student engagement and learning outcomes.

Freyja's pioneering work in gamified peer review serves as an inspiring example of how educators can harness the power of technology, game design, and collaborative learning to create transformative educational experiences. By fostering a culture of engaged and motivated students, Freyja's approach has the potential to inspire educators worldwide to rethink the way they approach feedback, assessment, and the overall learning process.

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