Catálogo de publicaciones - revistas

<jats:p> Feedback is crucial in every step of education, and we provide feedback to students in order to help them to either understand or improve their performance if they wish to improve their skills and abilities. However, how or whether they can benefit depends on their response to that feedback. Thus, when they receive feedback, they ought to be receptive because either too much or too little confidence influences their perceptions of their own performance. The study described in this article looks at overconfidence, and whether or not this evolves over time, that is, with more experience and also whether providing feedback to students can improve their own assessment of their own skills and abilities. A two-stage experiment was conducted, measuring the actual performance of students taking a course, at two points within it. After the examination that students took, we collected how students had assessed themselves and the degree of confidence that they had. Later, we provided feedback to students about their actual performance. In the second stage, we again measured their actual and self-estimated performance. The aim was to find out whether the feedback provided to students improved their assessment of their own performance and whether or not there had been a change in the level of their confidence. The results shed light on whether or not confidence, in particular, overconfidence, changes over time, in response to the feedback provided, and whether the provision of feedback is an effective policy when it comes to reducing overconfidence. </jats:p>

<jats:p> Teachers’ knowledge of the socially shared regulation of learning (SSRL) process of learners, which consists of the task analysis, planning, elaboration, and monitoring, can help teachers intervene when students face difficulties during the collaborative learning. Students’ academic emotions have major effects on their learning motivation, cognition, and performance. This study investigated the changes in SSRL, academic emotions, and product performance of high-, medium-, and low-level groups students after they visited an educational technology center and collaboratively designed a learning environment. We recruited 36 juniors majoring in educational technology. Online group discussions were recorded using online chat tools, and a heuristic mining algorithm was employed on this chat data to determine SSRL processes. The participants were asked to express opinions on their major, and this feedback was used to obtain academic emotion information. Additionally, a scoring was employed to measure the participants’ product performance. The high-level group was discovered to exhibit all four SSRL phases and exhibit positive emotions, with activating emotions more common than deactivating emotions. SSRL was discovered to be related to academic performance; higher academic performance correlated with a more standardized SSRL process. Additionally, the higher a participants’ academic performance, the more frequently the participant had positive academic emotions. Overall, the learners in the high-level group paid more attention to the collaborative learning task. </jats:p>