Through The Looking Glass: Insights Into Visualization Pedagogy Through Sentiment Analysis Of Peer Review Text
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Through The Looking Glass: Insights Into Visualization Pedagogy Through Sentiment Analysis Of Peer Review Text |
Abstract
Peer review is a widely utilized feedback mechanism for engaging students. As a pedagogical method, it has been shown to improve educational outcomes, but we have found limited empirical measurement of peer review in visualization courses. In addition to increasing engagement, peer review provides diverse feedback and reinforces recently-learned course concepts through critical evaluation of others’ work. We discuss the construction and application of peer review in two visualization courses from different colleges at the University of South Florida. We then analyze student projects and peer review text via sentiment analysis to infer insights for visualization educators, including the focus of course content, engagement across student groups, student mastery of concepts, course trends over time, and expert intervention effectiveness. Finally, we provide suggestions for adapting peer review to other visualization courses to engage students and increase instructor understanding of the peer review process.
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Citation
Zachariah Beasley, Alon Friedman, and Paul Rosen. Through The Looking Glass: Insights Into Visualization Pedagogy Through Sentiment Analysis Of Peer Review Text. IEEE Computer Graphics and Applications (CG&A) Special Issue on Visualization Education and Teaching Visualization Literacy, 2021.
Bibtex
@article{beasley2021through, title = {Through the Looking Glass: Insights into Visualization Pedagogy through Sentiment Analysis of Peer Review Text}, author = {Beasley, Zachariah and Friedman, Alon and Rosen, Paul}, journal = {IEEE Computer Graphics and Applications (CG&A) Special Issue on Visualization Education and Teaching Visualization Literacy}, volume = {41}, pages = {59--70}, year = {2021}, note = {textit{Presented at IEEE VIS 2022.}}, abstract = {Peer review is a widely utilized feedback mechanism for engaging students. As a pedagogical method, it has been shown to improve educational outcomes, but we have found limited empirical measurement of peer review in visualization courses. In addition to increasing engagement, peer review provides diverse feedback and reinforces recently-learned course concepts through critical evaluation of others' work. We discuss the construction and application of peer review in two visualization courses from different colleges at the University of South Florida. We then analyze student projects and peer review text via sentiment analysis to infer insights for visualization educators, including the focus of course content, engagement across student groups, student mastery of concepts, course trends over time, and expert intervention effectiveness. Finally, we provide suggestions for adapting peer review to other visualization courses to engage students and increase instructor understanding of the peer review process.} }