Effects of a mobile-based progressive peer-feedback scaffolding strategy on students’ creative thinking performance, metacognitive awareness, and learning attitude

ABSTRACT

One main objective of art education is to foster students’ art evaluation as well as their creative thinking ability. Engaging students in artwork sharing and peer feedback is a frequently adopted approach in school settings. However, most students have difficulties providing constructive comments during the peer-feedback process. To address this issue, a mobile-based progressive peer feedback approach was proposed to facilitate primary school students’ creative thinking performance, metacognitive awareness, and learning attitude. A quasi-experiment was implemented with two intact classes in a primary school in northern Taiwan to investigate the effect of the proposed approach. One class was assigned to be the experimental group (n = 20) which learned with the proposed progressive peer-feedback scaffolding approach, and the other was the control group (n = 20) which learned with the conventional feedback approach. The findings indicated that the proposed progressive peer feedback approach had a positive effect on the primary school students’ creative art thinking. The experimental group students’ metacognitive awareness was also significantly enhanced. Besides, the students from the experimental group considered that the proposed progressive peer feedback approach was beneficial to helping them critically reflect on their drawings, and facilitated their understanding of how to improve the integrity of their drawings.

KEYWORDS:

• Progressive peer feedback
• digital art
• creative thinking
• metacognitive awareness
• mobile learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study is supported in part by the Ministry of Science and Technology of Taiwan under contract numbers MOST-106-2511-S-011 -005 -MY3 and MOST-108-2511-H-011-005-MY3.

Notes on contributors

Yen-Fen Lee

Ms. Lee Yen-Fen is a doctoral candidate at the Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology. Her research interests include mobile learning, digital game-based learning, and flipped classroom.

Chi-Jen Lin

Dr. Chi-Jen Lin is an assistant professor at the College of Liberal Arts and Social Sciences, National Taiwan University of Science and Technology. Her research interests include technology-enhanced language learning, flipped classroom, discourse analysis, and peer assessment.

Gwo-Jen Hwang

Dr. Gwo-Jen Hwang is a chair professor at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology. His research interests include mobile learning, digital game-based learning, flipped classroom, and AI in education.

Qing-Ke Fu

Dr. Qing-Ke Fu is an assistant professor at School of Teacher education, Huzhou University. His research interests include mobile learning, digital game-based learning, and technology-assisted language learning.

Weu-Hui Tseng

Mrs. Weu-Hui Tseng is a teacher at the Taipei Municipal Jian-Kang Elementary School in Taiwan. Her research interests include art education, language education, and STEAM education.