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Comparing the Relative Efficacy of Peer Discussions with Written Self-Explanations when using Audience Response Systems
Bathe, Jesper (2025) Comparing the Relative Efficacy of Peer Discussions with Written Self-Explanations when using Audience Response Systems.
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| Abstract: | Both peer discussion and written self-explanations are beneficial for student performance and satisfaction if included with ARS during lectures. However, there is a gap in research about the relative efficacy of peer discussions compared to written self- explanations. This research explored whether there is a difference in terms of normalised gains, as well as student satisfaction, between these methods. In total, 32 university students (discussion group n = 16, self-explanation group n = 16) were recruited as participants and answered ten multiple-choice questions focusing on common misconceptions about generative artificial intelligence individually, then either discussed the question with a peer or wrote a self-explanation about their answer and then answered the same question individually again. Results of the first and second answers were used to calculate the normalised gains. The analysis showed no significant differences in neither gains nor in satisfaction between the groups. Additionally, students valued both peer discussions and writing explanations for their answers without a significant preference for any of the two. These findings may support instructors in choosing an appropriate method for their courses and suggest they can pick self-explanation if no peers for discussion are available, as well as perform peer discussions in online environments. |
| Item Type: | Essay (Bachelor) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology, 81 education, teaching |
| Programme: | Psychology BSc (56604) |
| Link to this item: | https://purl.utwente.nl/essays/106834 |
| Export this item as: | BibTeX EndNote HTML Citation Reference Manager |
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