Impacts of interactions between peer assessment and learning styles on students’ mobile learning achievements and motivations in vocational design certification courses

Ting Chia Hsu, Wen Li Chen, Gwo Jen Hwang*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

In this study, a peer assessment-based mobile learning approach was implemented and evaluated in a vocational design certification course. A quasi-experiment was conducted to explore the impact of the proposed approach on the learning achievements and motivations of the students with active and reflective styles. It was found that the students using the peer assessment-based mobile learning approach generally learned better than those using the conventional mobile learning approach. It was also found that there were interactive effects between learning approaches and learning styles on intrinsic motivation. The students with an active learning style outperformed those with a reflective style in intrinsic motivation when conducting the peer assessment-based mobile learning. Active learning style students also had higher extrinsic motivation than those with a reflective learning style when conducting mobile learning.

Original languageEnglish
JournalInteractive Learning Environments
Volume2020
DOIs
Publication statusPublished - 2020

Keywords

  • Mobile learning
  • extrinsic motivation
  • intrinsic motivation
  • learning effectiveness
  • peer assessment

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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