Designing a Revision Tool to Distinguish Surface-level and Text-based Writing Feedback

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Published: May 10, 2019
DOI: https://doi.org/10.14434/ijdl.v10i1.24118

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Kalianne L. Neumann
Oklahoma State University
Theodore J. Kopcha
University of Georgia

Abstract

This paper presents a design case that describes the design, development, and user experience testing of a Google Docs revision add-on. The add-on is an instructional, peer review tool intended to help students distinguish surface-level feedback from text-based feedback in order to develop their revision task schema. Eleven secondary teachers completed a survey about using the add-on for instructional purposes, and 56 secondary students completed a survey after using the tool to provide feedback to a peer’s writing and make changes to their writing based on feedback provided to them through the tool. Thematic analyses revealed recommendations for modifications and additions to the tool. Next steps include researching the effects of the updated add-on on secondary students’ revision task schema development.

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How to Cite
Neumann, K. L., & Kopcha, T. J. (2019). Designing a Revision Tool to Distinguish Surface-level and Text-based Writing Feedback. International Journal of Designs for Learning, 10(1), 64–77. https://doi.org/10.14434/ijdl.v10i1.24118
Issue
Vol. 10 No. 1 (2019)
Section
Design Cases

Copyright © 2025 by the International Journal of Designs for Learning, a publication of the Association of Educational Communications and Technology (AECT), published by Indiana University Libraries Journals. Permission to make digital or hard copies of portions of this work for personal or classroom use is granted without fee, provided that the copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page in print or the first screen in digital media. Except as otherwise noted, the content published by IJDL is licensed under CC BY-NC-ND 4.0. A simpler version of this statement is available here.

Author Biographies

Kalianne L. Neumann, Oklahoma State University

Kalianne L. Neumann is an Assistant Professor of Educational Technology at Oklahoma State University. Her research focuses on the development of revision task schema as well as technology integration in K-12 settings.

Theodore J. Kopcha, University of Georgia

Theodore J. Kopcha is an Associate Professor of Learning, Design, and Technology at The University of Georgia. He studies technology integration in K-12 and higher education, including technology-enhanced cognitive apprenticeships as well as problem- and project-based STEM learning.

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