What does referred for futurefinal review mean

Second, educating children about non-traditional advertising formats, including influencer marketing could help children cope with these persuasion tactics. This could be done in a school context through an advertising literacy training e. However, there is no standard advertising literacy curriculum and it is difficult for interventions to be included within the school setting given the other curricular requirements. Moreover, the implementation of such curriculum requires specific knowledge and skills from teachers, who may have difficulties themselves in recognizing new and embedded advertising formats.

Therefore, they may need to adjust or refine their own advertising literacy first Boerman et al. In fact, children are mainly extrinsically motivated to interact with traditional learning materials as they feel under pressure from school or parents.

Therefore, alternatives such as informational vlogs e. Moreover, as these formats are fun and entertaining, they may motivate children intrinsically to learn about new persuasion tactics De Jans et al.

Third, training parents and encouraging them to talk with their children may present another way to instill advertising literacy. However, research suggests that the children may be watching the YouTube videos by themselves and parents may not be aware of the commercial implications of these videos Evans et al.

Moreover, it is known from literature on other embedded formats e. How can parents be empowered to help their children more critically cope with influencer marketing?

Research on these topics is still limited. Finally, although existing self- regulatory initiatives stress the importance of advertising being recognizable as such, especially when targeting children, a coordinated international approach on influencer marketing specifically, is non-existent today. Whereas the Federal Trade Commission in the United States requires that influencers disclose any sponsorship, the actual enforcement of this ruling is unclear in practice Federal Trade Commission, Also in the European Union, the regulatory framework leaves room for interpretation and implementation, which led to a plethora of guidelines for disclosing sponsored content at a national level De Jans et al.

This resulted in different types of disclosures used across influencers, platforms, and countries, which may be tricky given that the platforms transcend cultural borders and children may follow influencers from all over the world.

Thus, the question arises to what extent children understand the meaning of these different disclosures and whether they help them to gain advertising literacy and enhance coping skills. Furthermore, the question may arise whether there should be an age limit, both on targeting minors through influencer marketing as on engaging in influencer marketing activities. Concerning the latter, whereas formal guidelines to protect child influencers are lacking e.

To conclude, both the practice of child influencers engaging in paid partnerships, and the targeting of children through influencer marketing raises ethical and legal concerns.

The current study aimed to situate and conceptualize social media influencers as a new type of advertising source targeting children. In short, influencers can be regarded as highly popular and admired peers. While watching YouTube or scrolling through their social media apps, children are increasingly exposed to embedded advertising practices, emerging in the entertaining content social media influencers post.

Influencer marketing combines the merits of eWOM and celebrity endorsement. Due to their perceived authenticity i. On the other hand, children look up to popular influencers who have gained a certain celebrity status and are willing to identify with them while taking on their lifestyles, attitudes and beliefs, including those on the products appearing in their social media outlets.

Prior research has shown that children indeed frequently encounter influencer marketing practices, foremost while watching YouTube e. These studies provide preliminary evidence that the implementation of a visual disclosure indeed helps children recognize influencer marketing practices as advertising, while they do not necessarily negatively impact the influencer and advertising effectiveness.

Moreover, transparency is also appreciated by parents and has a positive effect on their perceptions and attitudes of both the format and the products and brands featured Evans et al. Furthermore, three major observations arise from the limited literature review that aimed to gather empirical insights on the persuasiveness of influencer marketing among children.

First, research primarily focuses on one particular platform, i. Second, today, research on influencer marketing aimed at children is limited and mainly focusses on children between 9 and 12, while younger and thus more vulnerable children are neglected. Third, most research takes a consumer perspective and examines how children perceive influencer marketing practices, while insights on the influencer perspective and the type of content they post are lacking.

Second, the impact of influencer marketing on children. Third, how to empower children to deal with influencer marketing, and fourth protecting children from influencer marketing through guidelines and regulations. MD wrote the first draft of the article and MN wrote the first draft of the future research agenda. LH and MN extensively commented on the different drafts of this article. All authors have read and approved the final version of the article. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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It contained questions on 6 different areas, which represented the dependent variables in the study design and were partly derived from Stark et al. They cover the topics 1 Acceptance of Learning Resources as slides, scripts and software, 2 Autonomy Experience as a willingness to sacrifice private time, 3 Feeling of Success, 4 Group dynamics, 5 Experiencing Own Competence and 6 Acceptance of the Teaching Method. In order to clarify if women were comparatively more motivated by CPR, the students again had to state their gender.

The 7th variable corresponded to the exam grade. This was divided into knowledge-based issues and transfer questions with practical relevance, where skills in the software are indispensable. Both areas of expertise were tested by means of multiple-choice tests and as text questions. In the second evaluation perspective, the reliability values ranged between. The exam was held about two weeks after the last lecture and was identical in time, duration and content for both courses.

The execution of the CPR in the experimental group went better than the lecturer had expected. This was certainly also due to the high discipline of the students in this dual study, in which attendance is compulsory. The review of the manuscripts was of good quality and the specifications from the Guide of Authors were apparently implemented to a high degree. Perhaps the judgements could have been given more detailed reasons.

In only three cases did the lecturer himself subsequently need to include obvious mistakes from the manuscript in the review. In this context, Kelly notes that only half of the participants found the review result they received helpful and therefore more reviewers were needed. However, in the revision phase of the study on hand, most of critiques were given due consideration while revising the manuscripts.

Even though the script and review itself could not be included in the final grade, the readiness to contribute in the success of the Class Journal was comparatively high. This finding is in contrast to van den Berg et al. From the feedback in the post-test it was possible to derive insights regarding the impact of CPR on personal attitudes.

Each variable was divided into 4 to 5 sub-questions which responses were given on an Likert scale. These sub-questions are exposed by the Fig. The priority order of the attitudes was visually depicted in the graph on the right.

The questions were arranged in increasing order of item means. The interpretation was in the light of the five research questions from Sect. In all analyses performed, the Levene-tests were not significant, resulting in variance homogeneity. Post-Test results for Variable 1.

Post-Test results for Variable 2. Post-Test results for Variable 3. Post-Test results for Variable 4. Post-Test results for Variable 5. Post-Test results for Variable 6. Acceptance of the instructional environment refers to tools such as scripts, presentation slides, and the software.

There were 5 sub-questions on this. The evaluation clearly revealed that the software was practiced significantly more often by the experimental group Fig.

Figure 3 indicates that the ordinate value of question 1. This means that the students here feel that they used the software more often. Hence, CPR proved to be an effective instrument for the targeted linking of the classroom lecture with the self-learning phase. It was also examined whether CPR increased the use of the standard learning resources as scripts and presentation slides. In the comparison between the two groups regarding the frequency of use of the presentation slides, the experimental group only narrowly failed to reach the significance limit Fig.

The script was the second most often used by both groups Question 1. A within-group-analysis revealed that there was no statistical difference between men and women in the CPR-taught group. Overall, the research question 1 in the introductory section is answered positively and the CPR indeed contributed to a significantly higher engagement of students in the software application and in using additional literature at least on the part of men from the experimental group.

Further, this section again highlighted the similarity of the two groups with regard to criteria which are not directly related to CPR, such as the use of standard teaching materials as slides and scripts. This shows all the more that CPR has an additional effect on the individual learning situation. The finding extend the research of Stark et al. Figure 4 indicates that there were no significantly different reactions between the two groups.

Experiencing autonomy was perceived exactly the same by both cohorts across all Questions 2. This can be derived from the fact that both lines in Fig. A possible explanation for this could be that the groups assessed their autonomy too much in the light of the classroom lecture, which was carried out identically in both groups.

As far as the next criterion on the subjective learning success is concerned, the means over all Questions 3. Here it can be assumed that the impact of CPR on students is not strong enough to evoke a differentiated autonomy experience between both groups.

Also, the results on Questions 3. However, the difference is not significant neither across all these questions nor for each of them. An explanation for this could be that the control group already showed in the pre-test a comparatively higher level of background knowledge on this course subject. The relevant literature on CPR generally confirms a stimulating effect on the feeling of togetherness. In the current study the Variable 4 Group Dynamics was also represented with 4 sub-questions in the questionnaire design and there was a significant difference between the groups.

In Fig. When drawing a gender-specific comparison between the responses for Question 4. Further, the impression that the group had achieved something together, as investigated by Question 4. The wish to work together in groups again in the future Question 4.

Similarly to Question 4. Overall, Variable 4 Group Dynamics brought to light that the CPR-application made the test group more self-confident but also that the effect is gender specific.

Women in particular would like to repeat this experience of mutually supporting one another whereas men assessed the effects from CPR more target-oriented in terms of better course performance. The research question 3 from the introductory section as well is positively answered. The findings also extend the work of Stark et al. Again, there were no significantly different reactions between the two groups for Variable 5 over all 4 sub-questions. Nevertheless, the result from Question 5.

Obviously, for the comparison group the course Building Physics again was more meaningful for their further studies. This is in line with findings from the placement test Table 1 , Criterion 1. Stimulating effects from other lectures might have played a role in this also, but these can hardly be quantified afterwards. Nonetheless, this raises the question of whether CPR was at all too weak to allow the experimental group a thematic superiority over the control group, which obviously had a slight lead in experience regarding Building Physics.

Section 3. There were 4 sub-questions to be answered. However, there was again a gender-specific significant difference between the groups. Women wanted comparatively more often that the achievement from the self-study period, i. Hence, CPR could create incentives in particular for female participants, who have so far been rather underrepresented in such engineering courses. Obviously, the risk of failing the examination in such lectures has so far been viewed as being high.

CPR may reduce this to a lesser extent by shifting part of the examination towards the self-study phase. The remaining three sub-questions proved to be of no statistical relevance.

Together with the predominantly positive experience with CPR implementation, research question 4 as well is answered positively and it can be postulated again that the CPR method positively increases the situational perception of women with a more sustainable effect. The question of significant attitude changes arising from the CPR only concerns the experimental group.

Results from the pre-test, Variable 2. Table 2 shows an average improvement of the individual attitude towards the class group belonging in the pre-post comparison in all cases. However, the difference was only significant for the criterion 4. Here, as well, it can be seen that the experimental group developed through the CPR towards an increased sense of togetherness as already described by Stark et al.

As already found out, this effect results more from the positive experiences of the women. Hence, also this section underlines the implications of this paper, according to which CPR, as practiced here, should mainly be used as a group dynamic instrument. Variable 7 concerned the final written exam which consisted of eight main questions with a total of 21 sub-questions.

Of these, 14 were knowledge-based and rather theoretical and 7 were of a practical relevance. However, with a view to the future semesters, application and analyses should also be trained. Therefore, the practical exercises mainly used screenshots from the course software on the basis of which the students should make statements about scenario-based change processes. The correction of the exam was done by the lecturer without knowing the group belonging and the individual names but only on the basis of the matriculation number.

This prevented any personal influence on the correction. Figure 9 shows the results of the two groups over the 21 items ranked in increasing order by the degree of achievement of the highest possible score. As can be seen, the respective levels of difficulty were perceived as similar by both groups, which is reflected in an almost parallel progress of the performance curves. The correlation can therefore be assumed to be high.

As depicted by Fig. Effect of CPR on exam results as Variable 7. The statistical evaluation of the exam results shows a slight superiority of the experimental group in application-oriented knowledge. Since the tasks in this area had a considerable relation to the training software, it seems plausible that CPR should have contributed to the development of corresponding know-how.

This was already confirmed by the evaluation in Fig. Nevertheless, no clear increase in benefit can be proven in the examination results. This finding supports the statements of Crowe et al. There is reason to suspect that the effect of the CPR with only one reviewer on the outcome is too weak.

Rouhi and Azizian tested two groups against each other, one only receiving corrective feedback and the other only giving the feedback. They found that the former group built up more knowledge than the latter was able to demonstrate in the final examination. Even though in the current study the critiques were mostly addressed in the revision phase, there is reason to suspect that this was carried out without major cross-checking.

This even more justifies the approach of Gordijn et al. Unfortunately, no two cohorts were compared in this study, so that the effect is hardly to be quantified afterwards.

This included the installation of a website, preparation of the CPR presentation for the first meeting, the calculation of the deadlines for manuscript, review and revision, the list of reviewers, the checklist for the review, the design of the cover page for the journal including foreword, the consolidation of the revised manuscripts into the finished journal and the presentation of the results in the final course.

The regular mail exchange for a single review comprised 3 contacts per student and some reminder e-mails for late participants. Also for some manuscripts smaller improvements had to be made, which were mostly due to compatibility problems of the text-software of the lecturer and the respective student. Each manuscript had to be made anonymous, i. With 31 participants, these activities were sometimes lengthy and complex.

It should be noted, however, that if the CPR is repeated in subsequent academic years, the materials can be reused almost unchanged. These experiences coincide with statements from the relevant literature on CPR. For example, Tighe-Mooney et al. If more than one review is carried out in order to increase the effect size of CPR, as proposed by Cho and Schunn , then a web-application becomes more meaningful after all.

Further, Crowe et al. Therefore, the present study applied CPR out-of-class. In fact, it was found that this does not significantly reduce the amount of time taught except for the introductory presentation in the first lecture. Thus, the out-of-class peer review appears to be an effective measure to extend the teaching into the self-study phase.

According to the author, the high effort is justified, even though the final scores did not improve significantly. On the one hand, the CPR has markedly increased group dynamics and substantially improved the collegial atmosphere.

This is a positive development for the next semesters and may pave the way for more cooperation. On the other hand, the course was also further educated in academic scientific writing beyond the field of Building Physics which is an effect already proved by Leijen Ross furthermore sees a valuable insight gain for the lecturers themselves from reading the manuscripts and reviews.

This provides valuable impressions on the knowledge level of the course. The author of the present study goes one step further because the manuscripts were largely influenced by previous internships of the students in their companies.

In some cases, the students really amazed with their ideas for the application of the training software, so that the lecturer was able to take along some interesting impulses for future teaching. Initial implementation problems should be resolved quickly and benefits increased.

The focus here would then be on consolidating what has been learned and on advanced training in academic writing Tighe-Mooney et al. Nevertheless, the study by Crowe et al. According to the author, the CPR thus has overall potential to demonstrate a positive benefit balance for teaching at Universities. Further, this study demonstrated that CPR also works well outside the class in combination with a fictive class journal. The more the CPR resembles a realistic role play with authors and publishing house, the stronger a motivational effect is supposed to be.

After the study had been carried out the website stats proved that students regularly visited the password-protected download area for gathering information. In addition, also possibilities for uploading manuscripts and their automatic forwarding in an anonymized version should be implemented in such tools because, as previously stated, the execution of the CPR required time-consuming individual forwarding of the manuscripts and review reports.

This point was also raised by Cho and Schunn who found an optimal number of reviewers to be six. This requirement enlarges the current state of research on CPR to the extent that the formal design of the written manuscripts for the subsequent review has so far hardly represented an evaluation criterion.

Feedback was often given verbally and only on the content of the essays van den Berg et al. In this study, however, this was different because the students had to consider strict design criteria in their manuscripts. Since the review took place in the absence of the author on the basis of the essay sent by e-mail, incompatible text programs can give the reviewer the impression that the authors disregarded these requirements.

In keeping with Crowe et al. In order to benefit not only from the motivational advantages of the CPR but also from the commitment of the students in its realisation, the engagement should at least partly be credited to the course grade. The study showed that especially women demanded this.

In this context, Sims already acknowledged the potential of the CPR as a grading instrument. How this grade is calculated according to particular attributes should be the subject of further research. All in all, this section states that the overall effect from CPR is composed of several individual impacts. Their intensity must be high to produce significantly better exam grades.

The present study examined the effects of a Class Peer Review CPR process, which was used as a supportive instrument in the area of problem-based learning at Dual Universities with focus on practical relevance. In contrast to previous in-class applications, an out-of-class design was followed. As a general result, CPR obviously stimulates the use of certain teaching materials in a more targeted way. In addition, this method obviously improves group dynamics of the students which gives credit to the findings of Tighe-Mooney et al.

However, the present study goes one step further and examined whether gender at least affected the personal attitude of the test subjects. The gender-differentiated evaluation of the results revealed new general insights concerning CPR because more women than men believed that this method is a welcome measure in future learning. Obviously, this can inspire female students in particular to study technical disciplines.

Moreover, if a partial grade from the paper is credited towards the written exam grade, this all the more seems to increase interest in engineering subjects. In addition, his research project showed that CPR does indeed offer potential for the integration of e-tools, which supports a thesis by Leijen These would simplify the complex execution process or allows an even more diverse design with reference to a specific role play.

However, this shows that the overall effect of CPR is composed of several individual impacts. Most probably the embedding of this method in a role play with a class journal as an incentive is one of the factors that raised the average scores in the CPR group at least on the practice-related questions. In contrast to previous research in this area, this study carried out the CPR out-of-class. Based on the 5 questions in the introduction, the current state of research on CPR can be expanded as follows.

First of all, no significantly better final grades can be derived from the performance outside the classroom, i. Thus, it obviously does not matter whether CPR is carried out within or outside the higher education-specific learning environment. Conversely, this shows that in order to relieve the scarce class hours at Dual Universities, a CRP should rather be carried out during the self-study period without this having a negative effect on the final grade.

This study for the first time was also able to derive a gender-specific impact from CPR extending previous studies that only surveyed gender for the equivalence test of comparison groups. Finally, this study also focused on the successful application of exercise software from the engineering field. A CPR in the form of a written feedback has so far only been tested in scientific disciplines such as mathematics, chemistry and physics and the effect has been evaluated on the basis of variables on the personal attitude of the students and their final grade.

The specific reference to a certain teaching and learning material, such as the software here, is new. As a result, it was found that CPR can support teaching in a targeted way and noticeably relieve the workload of the lecturer.

Finally, the present study also encounters some limitations which not yet allow any claim to generality for some of the findings. As in almost all CPR studies, the effect of the method is a combination of many individual factors. The present study does not clearly show the effect strength of the special learning environment as a role play in connection with the web platform. Likewise, the effect of the class journal cannot be assessed separately.

It is also still unclear whether the announcement of the CPR in the course alone already produces better student performance and how much can be attributed to the review itself. In the latter case, the optimal number of reviews still has to be determined. A comparison with other studies without role play is hardly possible, because these either applied the CPR in non-technical subject areas or did not carry out a pre-post-test comparison at all. Another positive aspect of the study is that the students already had work experience and may therefore have shown a comparatively higher willingness to perform.

This indicates that research on cause-effect relationships in CPR is still in its infancy, but that the topic is also very complex because teaching takes place in many different areas and institutional environments. Finally, experiments on CPR are very time-consuming, which to date keeps the number of studies low. Further studies are planned to quantify the difference of CPR between purely engineering and economics disciplines.

The effect from a greater number of reviews will be tested and if reviews from students in higher semesters on manuscripts from lower semesters can be effectively carried out in teaching. If positive findings could be derived from this, students from higher semesters may enrich the general teaching with their own study experiences.

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