Paper Info
Title
Game-theoretic models identify useful principles for peer collaboration in online learning platforms.
Abstract
To facilitate collaboration in massive online classrooms, instructors must make many decisions. For instance, the following parameters need to be decided when designing a peer-feedback system where students review each others' essays: the number of students each student must provide feedback to, an algorithm to map feedback providers to receivers, constraints that ensure students do not become free-riders (receiving feedback but not providing it), the best times to receive feedback to improve learning etc. While instructors can answer these questions by running experiments or invoking past experience, game-theoretic models with data from online learning platforms can identify better initial designs for further improvements. As an example, we explore the design space of a peer feedback system by modeling it using game theory. Our simulations show that incentivizing students to provide feedback requires the value obtained from receiving a feedback to exceed the cost of providing it by a large factor (greater than 7). Furthermore, hiding feedback from low-effort students incentivizes them to provide more feedback.
Year
DOI
Venue
2016
10.1145/2818052.2869122
CSCW Companion
Keywords
Field
DocType
peer feedback, game theory, MOOCs, online collaboration
Design space,Online learning,Computer science,Knowledge management,Game theoretic,Human–computer interaction,Game theory,Peer feedback,Multimedia
Conference
ISBN
Citations 
PageRank 
978-1-4503-3950-6
0
0.34
References 
Authors
3
2
Name
Order
Citations
PageRank
Vineet Pandey1193.43
Krishnendu Chatterjee22179162.09