The impact of integrating technology into students’ presentations on peer evaluation in higher education

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dc.contributor.authorAbu-Ayyash, Emad A. S.
dc.date.accessioned2025-03-06T09:34:30Z
dc.date.available2025-03-06T09:34:30Z
dc.date.issued2019-06-07
dc.description.abstractThis study investigated the impact of technology in presentations on students’ perception of quality. Students peer reviewed presentations and two external raters evaluated the presentations based on a rubric adapted from Savory (2009). Students reviewed activity using two assessment instruments: a seven point attitudinal scale and a 1–5 ranking scale. The study utilized a mixed methods, embedded QUAN:qual design, where statistical analysis of Pearson Correlation coefficient was paired with qualitative description to discuss the data gathered. The findings showed that students’ scores on the attitudinal scale and their holistic rankings correlated positively with the degree of technology employed in the presentations. The greater the integration of technology in a presentation, the higher the peer rating. However, the external raters’ evalua tions did not generally accord with the student-raters’.
dc.identifier.citationAbu-Ayyash, E.A.S. and Hill, C. (no date) “The impact of integrating technology into students’ presentations on peer evaluation in higher education,” Education and Information Technologies, 24(6), pp. 3745–3765.
dc.identifier.doihttps://doi.org/10.1007/s10639-019-09936-w
dc.identifier.issn1360-2357, 1573-7608
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/2843
dc.language.isoen_US
dc.publisherSpringer
dc.relation.ispartofseriesEducation and Information Technologies (2019) 24:3745–3765
dc.subjectTechnology. Student perception . Peer evaluation . Pedagogy. Attitudinal rankings. Teaching and learning
dc.titleThe impact of integrating technology into students’ presentations on peer evaluation in higher education
dc.typeArticle
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Professor Christopher James Hill