Note: I had written the following article review as part of my Annotated Bibliography project during my graduate program.
Tham, J. C. K. (2016). Wearable Writing Enriching Student Peer Review With Point-of-View Video Feedback Using Google Glass. Journal of Technical Writing and Communication, 0047281616641923.
Tham’s article discusses a case study of using Google Glass in student peer review sessions. The article also discusses the benefits, challenges, and recommendations of incorporating the process in technical communication courses.
Tham presents an extensive overview of wearable technology and student peer review sessions. He then elaborates on his research methodology of participatory design. In participatory design research, the participants collaborate with the researcher to study the research topic. The study was conducted in three stages. In the first stage, Tham introduced the students to the concept of peer reviews using Google Glass and conducted a device orientation workshop. In the second stage, Tham collaborated with the students to determine the evaluation metrics for the study. In the third phase, Tham and the students used Google Glass to conduct four peer reviews. The first two peer reviews were experimental and the next two reviews were evaluative.
The data collected was triangulated: the data included the students’ narratives, exit survey responses, and Tham’s observations. Using Google Glass, students could track comments and editing suggestions through video recordings. Reviewers may indicate places in writing where revisions are recommended by snapping a picture or recording the suggestions in video. These images and videos could be sent to the respective writers after the review session. With Google Glass, the focus of review shifted from written critiques to spoken comments. Students would employ the think-aloud protocol when reviewing their peers’ drafts.
The students had mixed responses to the exercise. Students appreciated the first-person perspective video feedback helped them understand the reviewer’s thought process while providing feedback. They also found the feedback to be more detailed than written comments. But they found wearing the device physically uncomfortable, reported being distracted by their classmates’ simultaneously talking into their own devices, and felt unsure if they were doing the process right.
On analyzing the students’ responses and his own observations, Tham summarized that the use of Google Glass for student peer review sessions led to personable, unfiltered feedback, provided verbal and visual channels in reviewing, and captured the reviewer’s emotion. Tham also identified the potential challenges to implementing the process as procuring the wearables, connectivity and file sharing issues, technical and financial support, and getting familiar with the technology.
The study is a qualitative developmental study. It has credibility because the students could freely share their opinions, and Tham relied on his observations and not just the students’ self-reports. The study also has transferability because it was conducted in a real-world classroom scenario. Tham shares his course material with the audience, thereby providing material to replicate the study.