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Sustainability
Volume 13
Issue 8
10.3390/su13084320
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Article
Peer-Review Record

The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy

Sustainability 2021, 13(8), 4320; https://doi.org/10.3390/su13084320
by Wen-Jye Shyr *, Ying-Ming Hsieh and Ching-Huei Chen
Reviewer 1: Anonymous
Reviewer 2: Anonymous
Sustainability 2021, 13(8), 4320; https://doi.org/10.3390/su13084320
Submission received: 9 March 2021 / Revised: 3 April 2021 / Accepted: 5 April 2021 / Published: 13 April 2021
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)

Round 1

Reviewer 1 Report

The article is very interesting and its structure is adequate. The methodological design is consistent and its development is suitable at all times. There are two aspects that need to be improved, the first is the theoretical framework. It proposes a theoretical basis that is part of authors like Gagné, when there are already more up-to-date references that can better help the understanding of instructional and learning design. For their part, the conclusions are relevant, but some ideas of didactic projection and improvement of teacher training in mathematics and ICT are recommended.

 

Author Response

Please see the attachment

Author Response File: Author Response.pdf

Reviewer 2 Report

I suggest contextualizing at a paradigmatic and conceptual level what is  online instant response systems based on competencies, development of critical thinking, within the constructivist paradigm, from the pedagogical field. That which is specified in conjunction with the objective-hypothesis and is validated and interpreted in the conclusions. Clarify this relationship in the thread between introduction, methods, results, discussion, conclusion, within the constructivist paradigmatic context, focused on student learning, with  online instant response systems. 

The article only writes the idea of the importance of online instant response systems, with its possibilities, to manage information. But, it would be necessary to contextualize how this precisely influences the new demands of subjects capable of managing, leading, adapting to different contexts, being critical, critical, decisive, creative analysis, etc., and how, in short, students are formed from integral form.

Would you explain how you can say such specific conclusions with such a small number of subjects, like a total of 36 (17 male and 19 female). 

In the bibliography, there are errors in the citations between the name of the journal and the year , and etc.

I am not clear about the relationship of the article to sustainability. 

 

Author Response

Please see the attachment

Author Response File: Author Response.pdf

Round 2

Reviewer 2 Report

 The presented results can be an inspiration for further research in the field of distance and virtual education,  online instant response systems in remedial mathematics classrooms.

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