Effects of a peer-assessment-based mobile physical education learning approach on students’ affective perspectives on a university Tai Chi course

Abstract

The advancement of mobile technologies has encouraged an increasing demand for the support of mobile learning. Researchers have emphasized the need for well-designed peer involvement in order to improve students’ abilities in the cognitive, affective and psychomotor domains. Peer assessment has been considered to be an effective learning strategy to improve students’ learning performance in past decades. However, few studies have focused on the effects of the peer assessment strategy on students’ performance from the affective perspective, especially in Physical Education courses. Therefore, in this study, a peer-assessment-based mobile physical education approach is proposed for developing a mobile learning system for a Tai Chi physical education course in a university. To evaluate the effectiveness of the proposed approach, an experiment was conducted by assigning 42 college students to participate in this learning activity. The students in the experimental group adopted the peer-assessment-based mobile physical education approach, while those in the control group learned with the conventional mobile physical education system. The experimental results show that the proposed approach not only promoted the students’ learning interest and motivations, but also improved their learning self-efficacy and socialization.