对话式同伴反馈涉及交流和协商的过程能够促进反馈提供者和接收者之间进行交互，这有助于克服高等教育领域中单向反馈实践的局限性。然而，以往研究表明，在促进交互的同时，对话式同伴反馈实践仍面临反馈采取行动存在困难、学习者对同伴反馈的采纳程度较低等挑战。因此，越来越多的研究者开始探索影响学习者采纳的因素，以有效提升同伴反馈的质量与效果。

社会认知理论是支持同伴反馈的重要理论基础之一，该理论认为学习者在同伴反馈过程中的行为受到个人因素和社会环境因素的影响。在个人因素方面，学习者特征被认为是影响采纳的关键，但少有研究明确关注学习者的个人特征对采纳的影响。在社会环境因素方面，已有研究认为各类反馈特征以特定的方式影响采纳，且对不同设计规则的同伴反馈活动是否能促进采纳持不同观点，这些观点引申出如何设计同伴反馈活动才能有效促进评论采纳的问题。此外，也有研究指出基于理论框架设计同伴反馈活动能够在一定程度上提升反馈质量并促进采纳。而且基于设计的研究可以在真实情境中通过设计、执行、分析和重新设计的连续迭代来检验特定的干预，从而设计出更加有利于学习者开展同伴反馈并采纳同伴观点的教学活动，以更好地了解促进采纳的因素和设计框架。基于此，本研究从社会认知理论视角出发，采用基于设计的研究方法探究同伴反馈活动设计、反馈特征、学习者特征对大学生采纳同伴评论的影响，总结促进采纳的对话式同伴反馈活动设计，以期深化教育工作者对同伴反馈活动的认识和理解，并指导实践。

本研究依托某校大学四年级的专业选修课程《智能教学系统》，在真实的教学情境中展开基于设计的研究。本研究在连续两学年内开展了两轮迭代研究，在第一轮研究中，本研究团队设计了对话式同伴反馈活动，分别向实验组和对照组提供调节脚本与任务脚本支持，以比较不同脚本设计对采纳的影响。在第一轮实验的基础上，本研究从学习者特征、反馈培训与评价量规、计算机介导的对话式同伴反馈以及调节脚本四个方面对同伴反馈活动进行迭代优化，以探究不同活动设计、反馈特征、学习者特征对采纳的影响。研究发现：（1）第一轮研究的初版调节脚本可有效提升反馈对话效率，但对学习者的同伴评论采纳无显著促进作用；（2）相比第一轮研究中的实验组，参与改进设计后的对话式同伴反馈能显著提高学习者的采纳程度；（3）特定类型的反馈能直接预测采纳，问题解释、一般建议和兼具性反馈均对采纳有消极预测作用；（4）学习者特征与采纳之间存在相关关系，比如自我效能感对反馈采纳有显著的积极影响，也在问题解释和采纳之间的关系中起着积极调节作用；此外，虽然先验知识不能直接预测采纳，但它调节了兼具性反馈与采纳之间的关系。

基于上述发现，本研究提出了促进采纳的同伴反馈活动框架，框架包括五个主要方面：（1）收集学习者特征，提供差异化支持；（2）基于计算机技术，开展对话反馈；（3）制定评价量规，支持学生评价；（4）设计反馈培训，提供有效引导；（5）提供调节脚本，指导双向对话。同样，本研究针对一线教师如何开展对话式同伴反馈活动提出了教学建议，在设计活动时，可以基于计算机技术开展对话式同伴反馈，鼓励学习者同时提供书面反馈和口头反馈，向学习者提供反馈培训、评价量规、脚本工具等方面的支持；在组织活动时，应在充分考虑学习者特征的基础上对学生进行分组，并对不同组别的学生提供差异化学习支持，支持学生提出具体的解决方案。

Dialogic peer feedback involves the process of communication and negotiation, which can facilitate interaction between feedback providers and recipients, and help overcome the limitations of one-way feedback practices in higher education. However, previous studies have shown that while promoting interaction, dialogic peer feedback still face challenges such as difficulties in taking action on feedback and low acceptance of peer feedback. Therefore, more and more researchers are exploring the factors that affect learners’ uptake, in order to effectively improve the quality and effectiveness of peer feedback.

Socio cognitive theory is one of the important theoretical foundations supporting peer feedback, which holds that learners’ behavior in the process of peer feedback is influenced by personal and social environmental factors. In terms of personal factors, learner characteristics are considered key to influencing revision uptake, but few studies have explicitly focused on the impact of learners’ personal characteristics on uptake. In terms of social environmental factors, previous studies have shown that different feedback characteristics affect revision uptake in different ways, and there are different views on whether peer feedback activities with different design rules can promote uptake. These views extend to the question of how to design peer feedback activities to effectively promote feedback uptake. In addition, some studies have pointed out that designing peer feedback activities based on a theoretical framework can to some extent improve the quality of feedback and promote revision uptake. Moreover, design-based research can test specific interventions through continuous iterations of design, execution, analysis, and redesign in real situations, thereby designing teaching activities that are more conducive to peer feedback and revision uptake, in order to better understand the factors and design frameworks that promote uptake. Based on this, this study starts from the perspective of socio cognitive theory and adopts a design-based research method to explore the impact of peer feedback activity design, feedback characteristics, and learner characteristics on college students’ uptake of peer comments. It summarizes the design of dialogic peer feedback activities to promote revision uptake, with the aim of deepening educators’ understanding of peer feedback activities and guiding practice.

This study relies on the fourth year professional elective course “Intelligent Teaching System” of a certain university, and conducts a design-based research in a real instructional context. This study conducted two rounds of iterative research over two consecutive academic years. In the first round of research, our research team designed a dialogic peer feedback activity to provide regulation and task script support to the experimental and control groups, respectively, to compare the impact of different script designs on uptake. On the basis of the first round of experiments, this study iteratively optimized peer feedback activities from four aspects: learner characteristics, feedback training and evaluation rubric, computer mediated dialogic peer feedback, and regulation script, to explore the impact of different activity designs, feedback characteristics, and learner characteristics on revision uptake. The study found that: (1) the initial version of the regulation script in the first round of research can effectively improve the efficiency of feedback dialogue, but it has no significant promoting effect on learners’ uptake of peer comments. (2) Compared to the experimental group in the first round of research, participating in the improved design of dialogic peer feedback can significantly improve learners’ uptake; (3) Specific types of feedback can directly predict uptake, while problem explanation, general suggestion, and positive-and-negative evaluation all have a negative predictive effect on uptake; (4) There is a correlation between learner characteristics and uptake. For example, self-efficacy has a significant positive impact on feedback uptake, and also plays a positive role in moderating the relationship between problem explanation and uptake; Furthermore, although prior knowledge cannot directly predict revision uptake, it moderates the relationship between positive-and-negative evaluation and uptake.

Based on the above findings, this study proposes a framework for peer feedback activities to promote uptake, which includes five main aspects: (1) collecting learner characteristics and providing differentiated support; (2) Conducting technology-mediated dialogic peer feedback; (3) Develop rubric to support student evaluation; (4) Design feedback training to provide effective guidance; (5) Provide regulation scripts to guide two-way dialogue. Similarly, this research puts forward teaching suggestions on how teachers should carry out dialogic peer feedback activities. When designing activities, we can carry out technology-mediated dialogic peer feedback, encourage learners to provide both written and oral feedback, and provide learners with feedback training, rubric, scripting tools and other support; When organizing activities, students should be grouped based on full consideration of learner characteristics, and differentiated learning support should be provided for students in different groups to support students in proposing specific solutions.