Gamification of student peer review in education: A systematic literature review
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Gamification of student peer review in education: A systematic literature review Theresia Devi Indriasari 1,2
& Andrew
Luxton-Reilly 1 & Paul Denny 1
Received: 19 September 2019 / Accepted: 17 May 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract We present the first systematic review of the use of gamification in educational peer review activities. The goal of this work is to understand how gamification has been used to engage students in peer review activities and to summarize the empirical evidence for its effectiveness. Our main contribution is the presentation of a general model of the peer review process that captures the students’ activities and an examination of the specific actions within this model that have been gamified in the current literature. We also summarize the commonly used game mechanics and the context and year level of courses in which prior research has been conducted, along with the reported effects on student behavior. We find that artifact assessment and artifact creation are the two most commonly gamified actions with respect to our peer review model and that the quantity and quality of both the artifacts and the generated feedback are the most popular reward criteria. In addition, Science, Technology, Engineering and Mathematics (STEM) are the discipline areas in which gamified peer review activities are most often reported. In general, while the existing peer review literature reports mostly positive effects of gamification on student engagement, the range of student actions which have been incentivized remains narrow. Key activities, such as student reflection on the feedback received, have been largely unexplored with respect to gamification and thus present useful avenues for future work. Keywords Gamification . Education . Peer review . Peer assessment . Systematic literature
review . Systematic review
* Theresia Devi Indriasari [email protected]; [email protected]
1
School of Computer Science, Faculty of Science, The University of Auckland, 38 Princes St, Auckland 1010, New Zealand
2
Department of Informatics, Universitas Atma Jaya Yogyakarta, Jalan Babarsari 43, Yogyakarta 55281, Indonesia
Education and Information Technologies
1 Introduction Within education, peer review is a collaborative activity in which students consider, assess, and generate feedback on one another’s work, as well as receive reviews from peers on their own work. Peer review in education has been an active area of research for at least 20 years (Dochy and McDowell 1997; Falchikov 1995; Pond et al. 1995). In an early review of the literature on the use of peer review in college and university settings, Topping (1998) identifies many benefits, including the development of cognitive, social, affective, and transferable skills as students learn to deliver and accept feedback, justify arguments and refuse suggestions. Subsequent research has provided further evidence for these benefits (see, for example, Anvari et al. 2019; Dickson et al. 2019; Hamne
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