A Microtask Approach to Identifying Incomprehension for Facilitating Peer Learning
Izumi Hinako, Masaki Matsubara, Chiemi Watanabe, Atsuyuki Morishima · 2019
Peer learning is a known effective method of education, which involves people teaching each other. Usually, peer learning requires dedicated facilitators, but it is not always possible to have them in some situations such as in classes with a large number of students and in crowdsourcing settings. This paper addresses the question whether there is a way through which people can teach each other without dedicated facilitators. A key issue is to allow people to identify their own incomprehension. We applied a microtask approach to the problem and verified that the developed workflow was effective. The result of our preliminary experiment suggests that the approach is effective for identifying students' incomprehension. We also show that the identified incomprehensible parts allow people to teach each other.