Effects on Audience Tuning of Watching a Video of One’s Presentation and Receiving Feedback on the Presentation:

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  • 受け手に合わせた情報発信を促す指導方法
  • 受け手に合わせた情報発信を促す指導方法 : 中学校国語科のタブレットを用いた授業による検討
  • ウケ テ ニ アワセタ ジョウホウ ハッシン オ ウナガス シドウ ホウホウ : チュウガッコウ コクゴカ ノ タブレット オ モチイタ ジュギョウ ニ ヨル ケントウ
  • Analysis of Presentations of Book Reviews
  • ―中学校国語科のタブレットを用いた授業による検討―

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Abstract

<p>  The present study examined effects on the process of audience tuning of having participants watch themselves make presentations and receive feedback on their presentations. Japanese middle school students (N=256; 151 boys, 105 girls) were asked to give a presentation ("show and tell") about their favorite book. All the presentations were videotaped. The participants were assigned to experimental conditions that varied in how the students got feedback: (a) video condition: the students watched a video of their own presentation and got feedback from that; (b) paired condition: after the presentations, the students were paired and gave each other feedback on their presentations; and (c) mixed condition: the students were paired, watched videos of their presentations, and gave feedback to each other. After participating in one of those conditions, the students revised their presentations. The dependent variable was how they revised their presentation outlines after having received feedback. The students in the mixed condition revised their presentation outlines more than the students in the other 2 conditions did. In addition, the students in the mixed condition evaluated their interest and difficulty in making the presentation more highly, and so more actively adjusted their presentation outlines after seeing the video and receiving feedback. These results suggest that audience tuning of the students' presentations was promoted by the students watching a video of their own presentation and also accepting feedback from another student.</p>

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