This study proposes a framework that incorporates mobile peer assessment and augmented reality (AR) technology to enhance interaction and learning effectiveness. According to the framework, a mobile AR peer assessment system has been developed to facilitate students to improve work interpretation, frequently interact with peers, represent their thinking and reflect upon their own works anytime anywhere. Moreover, the mobile AR technology provides personalized and location-based adaptive contents that enable individual students to interact with the mixed reality environment and observe how works are possibly applied to the real world in the future. In a fundamental design course, students used the system to acquire sufficient information in indoor and outdoor situations and mark peers' work accurately based on appropriate assessment criteria. The experimental results showed that the system really assisted students in acquiring useful information, proposing their viewpoints, and further fostering critical thinking skills and reflection. During the process of interviews, most students made positive responses and provided meaningful suggestions. The system allows students to concentrate on observing and understanding the relative explanation and representation of works within a combined real-virtual environment and apply appropriate assessment criteria that produce sufficient assessment results to mark peers' works. Rich feedback can encourage students to reflect upon their own works and improve the quality of their works.
|頁（從 - 到）||123-139|
|期刊||Knowledge Management and E-Learning|
|出版狀態||已發佈 - 2014 6月|
ASJC Scopus subject areas