Enhancing Student Feedback Using Predictive Models in Visual Literacy Courses

Abstract

Peer review is a popular feedback mechanism in higher education that actively engages students and provides researchers with a means to assess student engagement. However, there is little empirical support for the durability of peer review, particularly when using data predictive modeling to analyze student comments. This study uses Naïve Bayes modeling to analyze peer review data obtained from an undergraduate visual literacy course over five years. We expand on the research of Friedman and Rosen and Beasley et al. by focusing on the Naïve Bayes model of students' remarks. Our findings highlight the utility of Naïve Bayes modeling, particularly in the analysis of student comments based on parts of speech, where nouns emerged as the prominent category. Additionally, when examining students' comments using the visual peer review rubric, the lie factor emerged as the predominant factor. Comparing Naïve Bayes model to Beasley's approach, we found both help instructors map directions taken in the class, but the Naïve Bayes model provides a more specific outline for forecasting with a more detailed framework for identifying core topics within the course, enhancing the forecasting of educational directions. Through the application of the Holdout Method and $\mathrm{k}$-fold cross-validation with continuity correction, we have validated the model's predictive accuracy, underscoring its effectiveness in offering deep insights into peer review mechanisms. Our study findings suggest that using predictive modeling to assess student comments can provide a new way to better serve the students' classroom comments on their visual peer work. This can benefit courses by inspiring changes to course content, reinforcement of course content, modification of projects, or modifications to the rubric itself.