Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Preprint |
| Veröffentlicht: |
2025
|
| Schlagworte: | |
| Online-Zugang: | https://arxiv.org/abs/2504.02962 |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| _version_ | 1866908299913330688 |
|---|---|
| author | Wlodarski, Rafal Sousa, Leonardo da Silva Pensky, Allison Connell |
| author_facet | Wlodarski, Rafal Sousa, Leonardo da Silva Pensky, Allison Connell |
| contents | In software engineering (SE), the ability to review code and critique designs is essential for professional practice. However, these skills are rarely emphasized in formal education, and peer feedback quality and engagement can vary significantly among students. This paper introduces Socratique, a gamified peer-assessment platform integrated with Generative AI (GenAI) assistance, designed to develop students' peer-review skills in a functional programming course. By incorporating game elements, Socratique aims to motivate students to provide more feedback, while the GenAI assistant offers real-time support in crafting high quality, constructive comments. To evaluate the impact of this approach, we conducted a randomized controlled experiment with master's students comparing a treatment group with a gamified, GenAI-driven setup against a control group with minimal gamification. Results show that students in the treatment group provided significantly more voluntary feedback, with higher scores on clarity, relevance, and specificity - all key aspects of effective code and design reviews. This study provides evidence for the effectiveness of combining gamification and AI to improve peer review processes, with implications for fostering review-related competencies in software engineering curricula. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2504_02962 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Level Up Peer Review in Education: Investigating genAI-driven Gamification system and its influence on Peer Feedback Effectiveness Wlodarski, Rafal Sousa, Leonardo da Silva Pensky, Allison Connell Software Engineering Artificial Intelligence In software engineering (SE), the ability to review code and critique designs is essential for professional practice. However, these skills are rarely emphasized in formal education, and peer feedback quality and engagement can vary significantly among students. This paper introduces Socratique, a gamified peer-assessment platform integrated with Generative AI (GenAI) assistance, designed to develop students' peer-review skills in a functional programming course. By incorporating game elements, Socratique aims to motivate students to provide more feedback, while the GenAI assistant offers real-time support in crafting high quality, constructive comments. To evaluate the impact of this approach, we conducted a randomized controlled experiment with master's students comparing a treatment group with a gamified, GenAI-driven setup against a control group with minimal gamification. Results show that students in the treatment group provided significantly more voluntary feedback, with higher scores on clarity, relevance, and specificity - all key aspects of effective code and design reviews. This study provides evidence for the effectiveness of combining gamification and AI to improve peer review processes, with implications for fostering review-related competencies in software engineering curricula. |
| title | Level Up Peer Review in Education: Investigating genAI-driven Gamification system and its influence on Peer Feedback Effectiveness |
| topic | Software Engineering Artificial Intelligence |
| url | https://arxiv.org/abs/2504.02962 |