同儕回應，也被稱為同儕互評，它是一種透過同儕之間彼此提供建議，以改善寫作表現的有效方法。一般而言，同儕回應可以透過面對面模式或電腦中介傳播模式來傳遞。然而，每一個模式皆有其問題存在。因此，本研究提出「整合式同儕回應」，來克服每一種模式的問題。此外，本研究也將遊戲式學習加入「整合式同儕回應」，成為「遊戲化的整合式同儕回應」，以增強學生的學習動機。然後進行實證研究以檢視此二種同儕回應方式與傳統以老師為中心的方式對學生的寫作有何不同的影響。在探究這些不同的影響時，也將學生所擁有的能力因素，納入考慮。其探討的影響層面包括寫作表現、回饋表現和對同儕回應的觀感。寫作表現是採用作文的方式，分別對受測學生施以前測與後測；回饋表現則是依據受測學生所給予的回饋意見類型與其數量來評估；而對同儕回應之觀感，則是依據受測學生對觀感問卷上的回答來評估。關於寫作表現的結果，整體而言，不論是使用「整合式同儕回應」的學生，還是使用「遊戲化的整合式同儕回應」的學生，皆比那些未使用同儕回應的學生，有較佳的寫作表現。此外，「遊戲化的整合式同儕回應」較有利於寫作品質的培養；而「整合式同儕回應」則對書寫表達的培育較有利。另一方面，「整合式同儕回應」和「遊戲化的整合式同儕回應」對於高能力和低能力學生的影響是相似的；但「整合式同儕回應」則較能增強高能力學生的書寫表達。關於回饋表現的結果，「遊戲化的整合式同儕回應」比較能幫助低能力學生提供讚美、批判性意見或在表面特徵上給予建議；而「整合式同儕回應」則較能幫助高能力學生給予內容特徵上的建議或是關於意義的釐清與討論的意見。至於學生對於同儕回應的觀感，高、低能力學生皆對「整合式同儕回應」和「遊戲化的整合式同儕回應」表達正向的觀感。根據以上之結果，本研究提出一個設計框架，以做為未來開發同儕回應的指導綱要，使得同儕回應在不同情境實踐時，都能兼顧不同能力學生之需求。

Peer response, also known as peer review, is useful to improve students’ works by providing comments for each other. In general, peer response can be delivered via a face-to-face mode or computer-mediated communication mode. However, each mode has different problems. To this end, this study proposed an integrative peer response approach to overcome the problem of each mode. On the other hand, a game-based integrative peer response approach was also proposed to enhance students’ motivation. Thereafter, an empirical study was conducted to examine whether students with these two peer response approaches and those with a non-peer response approach reacted differently and the effects of the levels of abilities that students possessed on students’ reactions were also investigated. Students’ reactions included writing performance, feedback performance and perceptions for the peer response approaches. Writing performance was assessed by a pre-test and post-test, where students needed to make a composition. Feedback performance was measured based on the types and amount of feedback delivered to peers. Perceptions for the peer response approaches were identified by students’ responses to a perception questionnaire. Regarding the results of writing performance, students with either the integrative peer response or game-based integrative peer response generally showed better writing performance than those without the peer response. Additionally, the game-based integrative peer response could benefit students’ writing quality while the integrative peer response could profit their written expression. On the other hand, it was found that the impacts
of the integrative peer response and game-based integrative peer response on high- and low-ability students’ writing quality were similar but the integrative peer response was more useful to enhance the high-ability students’ written expression. Regarding the results of feedback performance, the game-based integrative peer response was more helpful for the low-ability students to conduct feedback in praise feedback, critical feedback, and directive feedback on surface features while the integrative peer response was more useful for the high-ability students to carry out feedback in directive feedback on content features and comments for clarification and discussion. As for the results of students’ perceptions for the peer response approaches, both of the high- and low-ability students showed positive perceptions for the integrative peer response and game-based integrative peer response. According to these results, a design framework was proposed, which could be applied to provide guidance for the development of peer response that can accommodate the needs of students with different levels of abilities at different contexts.

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