Through the Looking Glass: Insights Into Visualization Pedagogy Through Sentiment Analysis of Peer Review Text
Document Type
Article
Publication Date
2021
Digital Object Identifier (DOI)
https://doi.org/10.1109/MCG.2021.3115387
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.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
IEEE Computer Graphics and Applications, v. 41, issue 6, p. 59-70
Scholar Commons Citation
Beasley, Zachariah J.; Friedman, Alon; and Rosen, Paul, "Through the Looking Glass: Insights Into Visualization Pedagogy Through Sentiment Analysis of Peer Review Text" (2021). School of Information Faculty Publications. 687.
https://digitalcommons.usf.edu/si_facpub/687
