Effects of a mobile technology-supported peer assessment approach on students' learning motivation and perceptions in a college flipped dance class

Abstract

The present study integrated mobile technology into a flipped dance class. An experiment was conducted to understand the effects of the proposed approach on students' motivation and self-efficacy as well as the correlation between self-efficacy and motivation in the flipped learning context. A total of 65 university students from two classes were recruited for the study. The two classes adopted a traditional feedback approach and a mobile technology-supported peer assessment approach, respectively; the flipped teaching experiment lasted for eight weeks. The results showed that there was a significant positive correlation between students' self-efficacy and motivation in the flipped teaching context. Additionally, the mobile technology-supported peer assessment approach was found to be an instructional approach with great benefits, which could significantly enhance students' intrinsic motivation and strengthen their focus and reflection during activities.

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