Provider versus recipient: Peer feedback roles effect on task performance, perceptions of learning, trust, and epistemic emotions

Studies In Educational Evaluation, vol. 88, pp. 101560

Abstract

When participating in peer feedback, students typically act as either providers or recipients. While existing research indicates these roles may influence learning in different ways, evidence on their specific effects remains scarce. This study investigated the impact of peer feedback roles on task performance, perceptions of learning and trust, and emotions. Using a repeated-measures quasi-experimental design, 95 undergraduate Physical Education students completed a task, were randomly assigned to the provider or recipient role, and then completed a second task. The results showed no significant differences between roles in improvements in task performance or perceived learning, although both roles significantly improved over time. Role assignment also did not affect trust in oneself or peers, nor the intensity of epistemic emotions. Overall, these findings suggest that, in the short term, taking the role of provider or recipient leads to similar learning outcomes. ● This study compares provider and recipient roles in peer feedback. ● No role-based differences in task performance improvement found. ● Both providers and recipients reported increased perceptions of learning. ● Trust in self and peers remained stable across both roles. ● No significant differences in epistemic emotions between roles.

Authors 4

1. David Escribano Zamorano corresponding

   Universidad de Deusto

   Affiliation as printed

   Education Regulated Learning and Assessment group (ERLA group), Faculty of Education and Sport, Universidad de Deusto, Bilbao, Spain

2. Ernesto Panadero

   Ikerbasque · Universidad de Deusto · Dublin City University

   Affiliation as printed

   Centre for Assessment Research Policy and Practice in Education, School of Policy & Practice, Institute of Education, Dublin City University, Ireland

   Education Regulated Learning and Assessment group (ERLA group), Faculty of Education and Sport, Universidad de Deusto, Bilbao, Spain

   IKERBASQUE, Basque Foundation for Science, Bilbao, Spain

3. Maryam Alqassab Aachen Graduate School of Teaching (ICLON)

   Leiden University

   Affiliation as printed

   Graduate School of Teaching (ICLON), Leiden University, the Netherlands

4. Joaquín Gómez-Varela

   Universidade da Coruña

   Affiliation as printed

   Department of Physical Education and Sports, Faculty of Sport Sciences and Physical Education, Universidade da Coruña, Spain