Effectiveness of AR-Based Formative Peer Assessment on Chinese Writing Performance of Students with Different Cognitive Styles

Caixia Li, Yuting Chen, Siwei Zhou, Jiandong Shi, Shasha Yang and Ming Li ()
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Caixia Li: Zhejiang Key Laboratory of Intelligent Education Technology and Application, Zhejiang Normal University, Jinhua 321004, China
Yuting Chen: Zhejiang Key Laboratory of Intelligent Education Technology and Application, Zhejiang Normal University, Jinhua 321004, China
Siwei Zhou: Zhejiang Key Laboratory of Intelligent Education Technology and Application, Zhejiang Normal University, Jinhua 321004, China
Jiandong Shi: Department of Computer Science, Zhejiang Normal University, Jinhua 321004, China
Shasha Yang: Zhejiang Key Laboratory of Intelligent Education Technology and Application, Zhejiang Normal University, Jinhua 321004, China
Ming Li: Zhejiang Key Laboratory of Intelligent Education Technology and Application, Zhejiang Normal University, Jinhua 321004, China

Sustainability, 2024, vol. 16, issue 22, 1-22

Abstract: The ability to communicate effectively in writing and produce clear and cohesive text is a necessary skill in both educational settings and the workplace, yet many young students struggle to organize their thoughts and engage in deep thinking. To address these challenges, an augmented reality (AR) application titled “Explore Wild Animals” has been used to help students organize information; however, it may not accommodate different cognitive styles. Integrating formative peer assessment (FPA) strategy into AR-based instruction can enhance knowledge construction and address diverse cognitive needs. This study, conducted from May to June 2023, empirically investigates the effects of FPA in an AR environment on the writing performance of learners with field-independent (FI) and field-dependent (FD) cognitive styles. A total of 89 fifth-grade pupils from China were randomly assigned to two groups: one group adopting FPA in an AR environment (AR-FPA), and the other group adopting FPA in a conventional PowerPoint (PPT) version 2410 environment (FPA). The results of a two-way analysis of covariance (ANCOVA) indicate that the AR-FPA group outperformed the FPA group in writing performance. Specifically, FI learners benefitted more from the AR-FPA approach, while FD learners performed better with the FPA approach. However, multiple linear regression analysis reveals that the peer feedback quality and features showed little to no significant correlation with feedback providers’ writing performance, regardless of cognitive style. These results highlight the effectiveness of integrating AR and FPA in enhancing educational outcomes, providing practical insights for promoting the sustainability of technology-enhanced learning and teaching practices.

Keywords: augmented reality; formative peer assessment; cognitive style (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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