Post-task Survey Research Articles

Neuromorphic compliant control facilitates human-prosthetic performance for hand grasp functions

Abstract Current bionic hands lack the ability of fine force manipulation for grasping fragile objects due to missing human neuromuscular compliance in control. This incompatibility between prosthetic devices and the sensorimotor system has resulted in a high abandonment rate of hand prostheses. To tackle this challenge, we employed a neuromorphic modeling approach, biorealistic control, to regain human-like grasping ability. The biorealistic control restored muscle force regulation and stiffness adaptation using neuromorphic modeling of the neuromuscular reflex units, which was capable of real-time computing of model outputs. We evaluated the dexterity of the biorealistic control with a set of delicate grasp tasks that simulated varying challenging scenarios of grasping fragile objects in daily activities of life, including the Box and Block Task, the Glass Box Task, and the Potato Chip Task. The performance of the biorealistic control was compared with that of proportional control.
Results indicated that the biorealistic control with the compliance of the neuromuscular reflex units significantly outperformed the proportional control with more efficient grip forces, higher success rates, fewer break and drop rates. Post-task survey questionnaires revealed that the biorealistic control reduced subjective burdens of task difficulty and improved subjective confidence in control performance significantly. The outcome of the evaluation confirmed that the biorealistic control could achieve superior abilities in fine, accurate, and efficient grasp control for prosthetic users.

The Effect of Video Camera, Microphone and Chat Box Use on Social Presence and Engagement in an Online Group Activity

With the rapidly expanding availability of online courses, concerns have been raised about student engagement and connection within the online environment. Using an experimental design, we examined the effects of video camera, microphone, and chat box communication mediums on students’ experiences of social presence, peer rapport, motivation, satisfaction, and anxiety. A total of 133 undergraduate students were randomly assigned to a video, audio, or chat box condition and asked to complete an online interactive group task and a post-task survey. One-ways ANOVAs indicated that participants in the chat box condition reported lower levels of social presence, peer rapport, motivation and satisfaction compared to both the video and audio conditions, with no differences between the video and audio conditions. Those in the video condition reported higher anxiety levels than those in the chat box condition. We recommend that students participate in their online classes using video cameras and/or microphones to increase engagement and interpersonal connections with peers.

Dynamic assessment of visual fatigue during video watching: Validation of dynamic rating based on post-task ratings and video features

People watching video displays for long durations experience visual fatigue and other symptoms associated with visual discomfort. Fatigue-reduction techniques are often applied but may potentially degrade the immersive experience. To appropriately adjust fatigue-reduction techniques, the changes in visual fatigue over time should be analyzed which is crucial for the appropriate adjustment of fatigue-reduction techniques. However, conventional methods used for assessing visual fatigue are inadequate because they rely entirely on post-task surveys, which cannot easily determine dynamic changes. This study employed a dynamic assessment method for evaluating visual fatigue in real-time. Using a joystick, participants continuously evaluated subjective fatigue whenever they perceived changes. A Simulator Sickness Questionnaire (SSQ) validated the results, which indicated significant correlations between dynamic assessments and the SSQ across five items associated with symptoms associated with visual discomfort. Furthermore, we explored the potential relationship between dynamic visual fatigue and objective video features, e.g., optical flow and the V-values of the hue/saturation value (HSV) color space, which represent the motion and brightness of the video. The results revealed that dynamic visual fatigue significantly correlated with both the optical flow and the V-value. Moreover, based on machine learning models, we determined that the changes in visual fatigue can be predicted based on the optical flow and V-value. Overall, the results validate that dynamic assessment methods can form a reliable baseline for real-time prediction of visual fatigue.

Towards a Patient-Centered Design of a Cancer Telerehabilitation System.

Successful implementation of telehealth platforms requires a detailed understanding of patient's needs, preferences, and attitudes toward a home-based platform. The goal of this study was to identify patient-centered characteristics of a cancer rehabilitation system based on cognitive evaluation of user interface and semi-structured qualitative interviews. Quantitative and qualitative feedback from 29 patients with metastatic urogenital cancer was collected after using a cancer telerehabilitation system. Heuristic evaluation, cognitive walkthrough, and analysis of qualitative interviews demonstrated a high level of support for the concept of home-based cancer telerehabilitation by cancer patients. Post-task surveys demonstrated sufficient usability and satisfaction scores from the participants. The patients provided valuable and insightful comments on how to further improve the functionality and interface of the platform. Further improvement of the system usability, consistency, and accessibility based on the patient-centered design principles will significantly facilitate the implementation of cancer telerehabilitation in clinical practice.

Student Feedback Literacy (SFL) Profiles in an L2 Writing Classroom and the Influence of Peer Feedback on the SFL Features

Feedback plays a pivotal role in the development of foreign language writing skills, and within the scope of the new paradigm of feedback, the active role of learners in feedback processes has been acknowledged with the conceptualization of student feedback literacy (SFL). This paper reports on a qualitative inquiry into the SFL profiles of a group of Turkish undergraduate students in an English writing classroom and the effects of a four-week online peer feedback activity on the students’ perceived SFL features. The study utilized multiple data sources consisting of pre- and post-task surveys, which were filled by the whole subject group; the feedback comments and interactional moves of four focal students on Peergrade, a digital platform enabling peer feedback; the essay drafts of these focal students and the drafts reviewed by them; and lastly the researcher’s notes from a discussion session with the students during the activity. The results revealed that each focal student distinctly demonstrated discrete SFL features at varying levels. The findings also showed that the peer feedback activity did not produce considerable improvement in the students’ feedback literacy in L2 writing, yet changes were detected in student reports with respect to the perceived SFL features of making judgments, managing affect and taking action. The study extends our limited knowledge of SFL profiles of L2 writing learners in a Turkish context and informs the ongoing discussion on the efficacy of peer feedback in SFL development.

Creation and validation of a novel low-cost dry lab for early resident training and assessment of robotic prostatectomy technical proficiency.

To evaluate the preliminary validity and acceptability of a low-cost low-fidelity robotic surgery dry lab for training and assessing residents' technical proficiency with key robotic radical prostatectomy steps. Three standardized inanimate tasks were created to simulate the radical prostatectomy steps of posterior dissection, neurovascular bundle release, and urethrovesical anastomosis. Urology trainees and faculty at a single institution completed and evaluated each dry lab task. Construct validity was evaluated by comparing task completion times and Global Evaluative Assessment of Robotic Skills scores across four participant cohorts: medical students (n = 5), junior residents (n = 5), senior residents (n = 5), and attending surgeons (n = 7). Content validity, face validity, and acceptability were evaluated through a posttask survey using a 5-point Likert scale. There was a significant difference in the individual and composite task completion times and Global Evaluative Assessment of Robotic Skills scores across all participant cohorts (all p < 0.01). The model was rated favorably in terms of its content validity and acceptability for use in residency training. However, model realism, compared with human tissue, was poorly rated. The dry lab production cost was less than US $25. This low-cost procedure-specific dry lab demonstrated evidence of content validity, construct validity, and acceptability for simulating key robotic prostatectomy technical steps and can be used to augment robot-assisted laparoscopic prostatectomy surgical training.

TELECOLLABORATIVE DEBATES IN ESP: LEARNER PERCEPTIONS AND PEDAGOGICAL IMPLICATIONS

This article reports on an empirical study analyzing the development and use of effective multimodal communication strategies to deliver a telecollaborative debate as the core activity for upper-intermediate learners of English for Specific Purposes (ESP) from two far afield Spanish universities, one located in Gran Canaria and the other in Valencia. The pedagogical project not only focused on preparing and conducting an online debate through telecollaboration, but also on developing communicative skills based on discussion, argumentation, justification, critical thinking and explanation using academic and scientific language. Through a pre-task and a post-task survey, the results highlight, on the one hand, that telecollaboration is an experiential approach for ESP learners that necessarily has to involve pragmatics within a well-organized debate scenario and, on the other, that this two-way collaborative task demonstrates that telecollaborative debates are an innovative and engaging means of exploring not just content but communication and performance strategies while simultaneously helping to increase multimodal communicative fluency in the foreign language. The findings also underline the fact that elements such as motivation and self-confidence are variables that influence the learners’ performance in both conducting the necessary research to adequately debate the given topic and seeking efficient multimodal communication strategies.

Development and validation of a simulation model for laparoscopic myomectomy

Simulation is an important adjunct to traditional surgical training, allowing for repetitive practice of new skills without compromising patient safety. Although several simulation models have been described and evaluated for gynecologic procedures, there is a lack of such models for laparoscopic myomectomy. This study aimed to design a low-cost, low-fidelity laparoscopic myomectomy simulation model and to assess the model's validity as a training tool. The model was constructed using a "cup turner" foam cylinder, felt, a 2-inch stress ball, self-adhesive bandage wrap, multipurpose sealing wrap, red marker, and hook-and-loop fastener. Participants were recruited at a quaternary care academic center and at the Society for Gynecologic Surgeons Annual Scientific Meeting. The simulation task involved the following 2 steps: fibroid enucleation and hysterotomy repair. Validity evidence was collected by comparing expert and novice simulation task performances. Video recordings were scored by 2 blinded reviewers using the Global Operative Assessment of Laparoscopic Skills scale (5-20 points) and a modified Global Operative Assessment of Laparoscopic Skills scale (5-35 points), incorporating 3 novel domains specific to laparoscopic myomectomy. The Mann-Whitney U test was used to compare the task completion times and performance scores. Interrater reliability of scoring was assessed using the interclass correlation coefficient. Validity was also assessed with a post-task survey regarding the model's realism, utility, and educational effect. The total cost to construct each model was under $5. A 3:1 ratio was used to recruit 15 novices and 5 experts. The median time to task completion was shorter for experts than for novices (11.8 vs 20.1 minutes; P=.004). The experts scored higher than the novices on both the Global Operative Assessment of Laparoscopic Skills scale (median 19 [range 13-20] vs 10 [6-17.5]; P=.007) and the modified Global Operative Assessment of Laparoscopic Skills scale (31.5 [21.5-33.5] vs 18.5 [13.5-32]; P=.009). The interclass correlation coefficient was 0.95 for the Global Operative Assessment of Laparoscopic Skills scores and 0.96 for the modified Global Operative Assessment of Laparoscopic Skills scores. Most of the participants agreed that the model closely approximated the feel of fibroid enucleation (70% [14/20]) and suturing the uterus (80% [16/20]). All the participants agreed that the model was useful for learning or teaching laparoscopic myomectomy. This study demonstrates evidence supporting the validity of a novel, low-cost laparoscopic myomectomy model and a novel assessment scale for laparoscopic myomectomy training. This simulation model provides a targeted training tool that allows learners to focus on the key aspects of laparoscopic myomectomy and may improve readiness for the operating room.

The cognitive experience of engineering design: an examination of first-year student stress across principal activities of the engineering design process

AbstractThe engineering design process can produce stress that endures even after it has been completed. This may be particularly true for students who engage with the process as novices. However, it is not known how individual components of the design process induce stress in designers. This study explored the cognitive experience of introductory engineering design students during concept generation, concept selection and physical modelling to identify stress signatures for these three design activities. Data were collected for the design activities using pre- and post-task surveys. Each design activity produced distinct markers of cognitive experience and a unique stress signature that was stable across design activity themes. Rankings of perceived sources of stress also differed for each design activity. Students, however, did not perceive any physiological changes due to the stress of design for any of the design activities. Findings indicate that physical modelling was the most stressful for students, followed by concept generation and then concept selection. Additionally, recommendations for instructors of introductory engineering design courses were provided to help them apply the results of this study. Better understanding of the cognitive experience of students during design can support instructors as they learn to better teach design.

IDENTIFYING STRESS SIGNATURES ACROSS THE ENGINEERING DESIGN PROCESS: PERCEIVED STRESS DURING CONCEPT GENERATION, CONCEPT SELECTION, AND PROTOTYPING

AbstractVarious aspects of the design process often lead to stress. This study used pre- and post-task surveys to gather information regarding the designer's cognitive experience, physiological response, and perceived sources of stress during concept generation, concept selection, and prototyping. Results confirmed that design is highly cognitive, and that mental stress is present. Variability in the results also suggests that a physiological stress component might be present. Additionally, perceived sources of stress were examined, and recommendations were offered for instructors of design courses.

MOOC-based flipped learning in higher education: students\u2019 participation, experience and learning performance

Relying on advanced network technologies, Massive Open Online Courses (MOOCs) can support the transformation and deep construction of high-quality open courses. However, with the use of MOOCs in many universities and colleges, new issues have emerged. MOOCs are not specifically designed for local conditions. Researchers lack understanding of the effectiveness of using shared MOOCs in traditional university teaching. The purpose of this study was to analyze the effectiveness of MOOC-based flipped learning and to propose clear reuse guidelines for MOOCs in the traditional university education. We conducted a quasi-experiment in an inorganic chemistry course. The results were presented in terms of learners’ participation and learning performance, and a post-task survey and interviews were also conducted to investigate the students’ experiences in order to include these experiences in design and research plans of MOOCs-based flipped learning. The results showed that students in the MOOC-based flipped classroom on average performed better than those in the traditional classroom. However, no changes in self-efficacy and self-regulated learning were detected after the end of the course. In addition, the quantitative and qualitative data combined indicated that most students had a favorable experience of the flipped classroom, in terms of student–student interaction, available learning materials, and active learning results. Implications for MOOC integration are discussed.

Use of internet and online language tools for teaching reading comprehension to Italian learners of Japanese

Japanese is considered one of the most difficult foreign languages. A major factor is the complex Japanese orthography consisting of thousands of logographic kanji (adapted Chinese characters) and 105 phonetic kana (subdivided into hiragana and katakana). This situation leads to hardships in learning to read Japanese, discouraging students from tackling authentic texts full of unknown kanji symbols. Online language tools might assist and encourage learners to read authentic texts, reducing reading anxiety. To evaluate the potential of this learning support, an experimental study was conducted. Twelve Italian college students with elementary Japanese proficiency participated. They completed two homework reading tasks with the use of online language tools, taking a post-task survey. Three findings emerge from the data: 1) using online tools enables students to read authentic texts; 2) using more tools makes it easier and faster to comprehend texts; 3) students strongly feel that the use of online tools helps to read Japanese texts and reduces their psychological block, willing to continue to use them. Overall, the results show the positive effects of using the tools on both reading performance and psychology, suggesting the potential effectiveness of the use of online language resources for learning to read Japanese texts.

A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing

While research about group interactions during second language (L2) or foreign language (FL) collaborative writing has received considerable attention over the last decade, little is known about the role that individual factors like learner attitude plays in affecting patterns of interaction in collaborative writing. This case study aims to investigate how the change of student attitudes affects patterns of interaction and language learning opportunities in collaborative writing and the factors that influence learners' attitudes towards collaborative writing. Analyses of multiple sources of data (pre and post-task interviews, stimulated recall interviews, pre and post-task surveys, reflective journals, pair talk) from two cases of Chinese students across three tasks reveal that changes in students' attitudes towards collaborative writing affected group patterns of interaction, quantity of language-related episodes (LREs) and quality of engagement in solving the LREs. This study also found that English-learning beliefs and experiences, perceived value of peer assistance, and group friendships or dynamics were three major factors that shape students’ attitudes towards collaborative writing. This study makes several recommendations for how to best implement collaborative writing tasks in L2 classes to maximize the occasions for language learning.

Endoscopic Ear Surgery Skills Training Improves Medical Student Performance

Analyze medical student performance using an endoscopic ear surgery (EES) skills trainer over time. Simulation experience. Surgical skills lab. Five medical students and 1 expert surgeon completed 3 training sessions using an EES trainer to practice specific tasks designed to improve instrument control. During each session, participants performed 3 tasks, such as placing beads onto wires, 5 times per session for a total of 15 trials per task. Exercises were scored based on completion time. Results were compared before and after training. Pre- and post-task surveys were administered. Prior to skills training, 0% of medical students reported feeling comfortable holding an endoscope or ear instruments. For students, overall mean completion times decreased significantly for each exercise by the conclusion of the training experience: placing beads on wires improved from 152 to 44 seconds (p < 0.001), placing simulated prostheses from 264 to 93 seconds (p < 0.001), and navigating a pattern from 193 to 66 seconds (p = 0.002). Individual analysis showed varying learning curves among participants and between exercises, with some students exhibiting rapid improvement. At the conclusion of training, 80% of students felt comfortable holding the endoscope and using otologic instruments, and 100% were satisfied with the experience. Novice surgeons can exhibit significant skill improvement with repetitive practice on an EES trainer. Variable baseline skill and improvement rates highlight the individual characteristics of skill acquisition, which may be important factors during otolaryngology and endoscopic ear surgery training.

Design and preliminary validation of a mobile application-based expert system to facilitate repair of medical equipment in resource-limited health settings.

BackgroundOne of the greatest barriers to safe surgery is the availability of functional biomedical equipment. Biomedical technicians play a major role in ensuring that equipment is functional. Following in-field observations and an online survey, a mobile application was developed to aid technicians in troubleshooting biomedical equipment. It was hypothesized that this application could be used to aid technicians in equipment repair, as modeled by repair of a pulse oximeter.MethodsTo identify specific barriers to equipment repair and maintenance for biomedical technicians, an online survey was conducted to determine current practices and challenges. These findings were used to guide the development of a mobile application system that guides technicians through maintenance and repair tasks. A convenience sample of technicians in Ethiopia tested the application using a broken pulse oximeter task and following this completed usability and content validity surveys.ResultsFifty-three technicians from 13 countries responded to the initial survey. The results of the survey showed that technicians find equipment manuals most useful, but these are not easily accessible. Many do not know how to or are uncomfortable reaching out to human resources. Thirty-three technicians completed the broken pulse oximeter task using the application. All were able to appropriately identify and repair the equipment, and post-task surveys of usability and content validity demonstrated highly positive scores (Agree to Strongly Agree) on both scales.DiscussionThis research demonstrates the need for improved access to resources for technicians and shows that a mobile application can be used to address a gap in the access to knowledge and resources in low- and middle-income countries. Further research will include prospective studies to determine the impact of an application on the availability of functional equipment in a hospital and the effect on the provision and safety of surgical care.

Exploring continued use of mobile shopping channel in China: the effects of active coping and its antecedents

Online B2C retailers in China rely heavily on exclusive promotions for mobile shopping to attract new consumers and to promote their mobile shopping channels. However, it is unknown what factors may drive new consumers to continuously do mobile shopping without further promotional incentives. Motivated by the theoretical gap and practical salience of this question, in this study we propose a research model based on coping theory that highlights the critical role of active coping in handling mobile shopping procedures, and further identifies important dispositional traits of consumers and situation-specific factors that are either beneficial or harmful to their coping efforts. We recruited participants for a real mobile shopping task and collected pre-task and post-task survey data to test the research hypotheses. The results reveal important factors that are influential to consumers' continued use of mobile shopping through a coping mechanism, which contributes to deepening the understanding of user behavior in mobile shopping both from an academic perspective and in practice.

Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

“Flipped classroom” teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students’ performance and perception of this new methodology. This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the “flipped classroom” methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students’ achievements and a post-task survey was also conducted to know the students’ perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.

MP14-07 SURGICAL ATTENTION AND MOVEMENT IN NOVICE AND EXPERT ROBOTIC SURGEONS

You have accessJournal of UrologyTechnology & Instruments: Surgical Education & Skills Assessment II1 Apr 2014MP14-07 SURGICAL ATTENTION AND MOVEMENT IN NOVICE AND EXPERT ROBOTIC SURGEONS Rebecca Zee, Sierra J. Seaman, Matthew Engelhard, and Noah S. Schenkman Rebecca ZeeRebecca Zee More articles by this author , Sierra J. SeamanSierra J. Seaman More articles by this author , Matthew EngelhardMatthew Engelhard More articles by this author , and Noah S. SchenkmanNoah S. Schenkman More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2014.02.635AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES Surgical simulators are useful tools to develop surgical skills. Surgical skill is partially determined by attention level and movement precision. In this study we utilize two devices: the Body Wave (BW), an EEG device designed to measure attention and the TEMPO, which measures hand movement. We compare attention and hand movements in novice and expert robotic surgeons to identify specific metrics that may be used to enhance surgical skills development. METHODS Subjects were recruited into two groups: expert robotic surgeons who completed at least 50 cases on the daVinci robotic platform (n=12) and novice medical students (n = 28). Subjects performed 3 surgical tasks (Ring Walk= RW, Energy Dissection=ED, and Suture Sponge=SS) on the daVinci simulator while wearing only BW. 27 novices and 6 experts wore both devices during the SS task. Data was collected from the BW and TEMPO using proprietary software. Measurements included % interested, % disinterested, recovery time, completion time, acceleration variance, signal power and overall score. Pre- and post-task surveys and a NASA Task Load Index (NTLI) were performed to assess perceived workload. RESULTS Experts scored higher than novices in all simulations. On NTLI, experts rated perceived workload lower than novices in 5 categories (mental demand, physical demand, temporal demand, effort, and frustration) and ranked personal performance higher. However, attention was not significantly different. Experts had faster recovery time in the RW (p=0.024), but not ED or SS. For hand movement, experts displayed greater lateral and vertical acceleration variance and greater signal power than novices in the left hand (p<0.01). CONCLUSIONS Our study reveals that experts and novices maintain a similar level of attention on the daVinci simulator. Expert recovery on RW was significantly faster. This is consistent with our findings from a previous BW study. RW recovery appears to be an important differentiator between expert and novice attention patterns. Further, expert surgeons have greater left-handed dexterity compared to novices. Attention Measured in Novices and Experts Using Body Wave Novices (n=28) Experts (n=12) p-value RW performance score (%) 54.04 89.33 < 0.005 RW attention score (%) 57.18 55.50 0.39 RW recovery time (sec) 13.07 7.92 0.02 ED performance score (%) 62.82 81.08 < 0.005 ED attention score (%) 54.96 55.42 0.47 ED recovery time (sec) 11.37 9.25 0.27 SS performance score (%) 48.50 87.25 < 0.005 SS attention score (%) 61.25 59.42 0.36 SS recovery time (sec) 10.36 8.92 0.28 Left Hand Movement in Novice and Expert Robotic Surgeons Vertical Acceleration Signal Power (5-10 Hz) Vertical Acceleration Variance Lateral Acceleration Signal Power (5-10 Hz) Lateral Acceleration Variance Novices 98.18 0.15 42.72 0.07 Experts 201.81 0.39 68.26 0.12 p-value < 0.001 < 0.001 < 0.001 < 0.01 © 2014FiguresReferencesRelatedDetails Volume 191Issue 4SApril 2014Page: e169-e170 Advertisement Copyright & Permissions© 2014MetricsAuthor Information Rebecca Zee More articles by this author Sierra J. Seaman More articles by this author Matthew Engelhard More articles by this author Noah S. Schenkman More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

Investigating teacher-supported peer assessment for EFL writing

Concerns over the quality of peer feedback and entrenched teacher-driven learning have resulted in the limited use of peer assessment in Chinese EFL writing instruction. This study sought to effectively implement peer assessment for EFL writing in China, by addressing learners’ concerns through tailor-made teacher intervention strategies. Eighteen English majors participated in peer assessment for nine writing tasks. Pre-intervention surveys elicited learners’ concerns over peer assessment, leading to the design of teacher-led support strategies. Post-task surveys examined learners’ satisfaction with teacher-supported peer assessment, and were supplemented by the assignment feedback data. The results show that a dynamic and continuous teacher support approach to peer assessment was reported which proved to substantially affect learners’ perceptions, and the nature and the perceived value of peer assessment respectively. This paper provides implications for EFL writing teachers regarding pedagogic motivation and strategies for the effective use of peer assessment.

Task Sequence Design: Evidence on Price and Difficulty

We experimentally study the effects of two variables in task sequence design, price and difficulty of tasks, on the quality of work produced in a task sequence. We find that in a three-task sequence, the work quality of a task is influenced by prices of all previous tasks, potentially at various degrees. For the effects of task difficulty, however, we observe similar work quality of a task regardless whether the task follows an easier or more difficult task. This observation is inconsistent with the prediction of either the task switching effect or the sequential difficulty effect in the literature. Interestingly, according to a post-task survey, workers seem to adjust their perception of appropriate payment for a task according to the change of difficulty levels over tasks in a sequence, suggesting a potential "anchoring" effect on task difficulty. The insensitivity of work quality to the change of task difficulty levels is possibly a result of a mixture of different effects.