Effectiveness of a Peer-Based Tutoring Intervention to Promote Freshmen Evaluation of Information Sources

EasyChair Preprint 12976

Abstract

A sample of freshmen undergraduates (n = 127) received an intervention to promote the critical evaluation of Internet sources in one of two versions: asymmetric (expert instructor) or symmetric (peer mentor). Both groups outperformed a control group (no intervention). Additionally, the symmetric modality showed greater gains and more intense epistemic emotions than its asymmetric counterpart.

Keyphrases: Peer mentor, epistemic emotions, intervention, source evaluation, teaching modality

@booklet{EasyChair:12976,
  author    = {Martina Capurro and Mônica Macedo-Rouet and Gaston Saux},
  title     = {Effectiveness of a Peer-Based Tutoring Intervention to Promote Freshmen Evaluation of Information Sources},
  howpublished = {EasyChair Preprint 12976},
  year      = {EasyChair, 2024}}