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ERIC Number: EJ1432275
Record Type: Journal
Publication Date: 2024-Aug
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: EISSN-1365-2729
Available Date: N/A
Effects of Feedback Visualisation of Peer-Assessment on Pre-Service Teachers' Data Literacy, Learning Motivation, and Cognitive Load
Liujie Xu; Xuefei Zou; Yuxue Hou
Journal of Computer Assisted Learning, v40 n4 p1447-1462 2024
Background: Data literacy (DL) is vital for teachers, as it enables them to build on data and improve teaching and learning. Therefore, developing DL among pre-service teachers is critical. Objectives: The purpose of this study is threefold: to evaluate whether a feedback visualisation of peer assessment-based teaching approach (FVPA-based teaching approach) can (1) promote pre-service teachers' DL; (2) enhance their learning motivation; and (3) improve their cognitive load. Methods: The research was conducted based on a pre-test-post-test control group quasi-experimental design. With 20 participants in the experimental group and 21 in the control group, a total of 41 pre-service teachers were included in the study. The pre-service teachers in the experimental group adopted the FVPA-based teaching approach, and those in the control group adopted the traditional peer assessment-based learning approach. Results and Conclusions: The experimental group participants outperformed the control group participants in DL, learning motivation, and cognitive load. FVPA was conducive to helping pre-service teachers critically interpret data, understand their teaching and learning issues, and improve self-reflection. The findings indicate a reciprocal relationship between learning motivation and DL; improving the learning motivation of pre-service teachers could promote their DL. Implications: This study contributes to current knowledge by providing empirical evidence on the benefits of an FVPA-based teaching approach in improving pre-service teachers' DL, motivation, and cognitive load. The study findings, limitations, and prospects for future research are discussed.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A