透过镜子：从同行评议文本的情感分析看可视化教学
Through the Looking Glass: Insights into Visualization Pedagogy through Sentiment Analysis of Peer Review Text
摘要：
同行评议是一种广泛使用的反馈机制，以吸引学生。作为一种教学方法，它已被证明可以提高教育成果，但我们发现有限的经验测量可视化课程的同行评议。除了提高参与度外，同行评审还提供了多样化的反馈，并通过对他人工作的批判性评价来加强最近学到的课程概念。我们讨论的建设和应用同行评议在两个可视化课程从不同的学院在南佛罗里达大学。然后，我们通过情感分析来分析学生项目和同行评议文本，以推断可视化教育工作者的见解，包括课程内容的重点，学生群体的参与，学生对概念的掌握，随着时间的推移，课程趋势和专家干预的有效性。最后，我们提供了建议，以适应同行评审其他可视化课程，让学生和教师同行评审过程中的理解增加。
英文摘要：
Peer review is a widely utilized feedback mechanism for engaging students. As a pedagogical method, it has been shown to improve educational outcomes, but we have found limited empirical measurement of peer review in visualization courses. In addition to increasing engagement, peer review provides diverse feedback and reinforces recently-learned course concepts through critical evaluation of others' work. We discuss the construction and application of peer review in two visualization courses from different colleges at the University of South Florida. We then analyze student projects and peer review text via sentiment analysis to infer insights for visualization educators, including the focus of course content, engagement across student groups, student mastery of concepts, course trends over time, and expert intervention effectiveness. Finally, we provide suggestions for adapting peer review to other visualization courses to engage students and increase instructor understanding of the peer review process.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
