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With the rapid development of Artificial Intelligence, automatic writing evaluation (AWE) has received much attention from English Foreign Language (EFL) writing teachers. However, the obstacles and potential problems of integrating AWE in EFL writing instruction have yet to be explored. Scholars have indicated that the effectiveness of AWE in EFL writing instruction depends on the learners' depth of reflection. Hence, this study proposes a learning approach that integrates AWE and peer assessment (PA) based on the knowledge-building theory, with the expectation that learners will be able to strengthen their reflections on AWE feedback through PA, and thereby improve their EFL writing performance. To examine the effectiveness of the proposed approach, a quasi-experiment was conducted in a university EFL writing class. One of the classes (33 students) was the experimental group using the PA-AWE approach, and the other class (31 students) was a control group that studied using the conventional AWE approach (C-AWE approach). Findings revealed that the PA-AWE group outperformed the C-AWE group regarding EFL writing performance, learning motivation, critical thinking, and reduced EFL writing anxiety. In addition, a thematic inductive qualitative analysis of the interview data indicated each approach's benefits and learning conceptions.

This study reviews the journal publications of artificial intelligence-supported online learning (AIoL) in the Web of Science (WOS) database from 1997 to 2019 taking into account the contributing countries/areas, leading journals, highly cited papers, authors, research areas, research topics, roles of AIoL, and adopted artificial intelligence (AI) algorithms. Results indicate that, from 1997 to 2009, AIoL research focused on the combination of intelligent tutoring systems and distance learning. In 2010-2014, AIoL research emphasized learner-oriented learning. In 2015-2019, learner-system interactions to facilitate personalized, adaptive, and collaborative learning became the main focus. "Intelligent tutoring systems" have played the most important role in AIoL, followed by "profiling and prediction," and "adaptive systems with personalization." Accordingly, the roles and research trends as well as several suggestions for future research in the field of AIoL are provided as a reference for researchers and policy makers.

Most conventional information literacy classes apply direct instruction where students focus on memorizing target knowledge. As this approach promotes little active learning, while digital storytelling could effectively involve students, we proposed a digital storytelling approach to enhancing students' information literacy development in this study. In this research, we applied student-centered digital storytelling to enhance learners' development of information literacy. As the literature indicates that appropriate scaffolding is essential for effective digital storytelling, and learners need guidance on how to produce digital stories with in-depth content to achieve satisfactory learning outcomes, we integrated peer assessment (PA) into digital storytelling to guide learners to reflect on and critique their videos based on assessment rubrics and peer feedback, and then further improve their videos. We also conducted a quasi-experiment with two groups of elementary students to test the effectiveness of this strategy. The target knowledge was copyright and public license issues. The experimental group learned the content through the PA-enhanced digital storytelling approach, and the control group through the teacher feedback-enhanced approach. The results showed that the PA-enhanced approach to digital storytelling significantly outperformed the teacher feedback-enhanced approach in promoting students' learning of information literacy, self-efficacy, and critical thinking abilities; on the other hand, no significant differences existed between the two groups in terms of their learning motivation.

This study proposed a robot-assisted digital storytelling approach to reduce hospitalized children's anxiety about intravenous injections and to improve their therapeutic communication and therapeutic engagement. In order to verify the effectiveness of the robot-assisted digital storytelling approach, a randomized controlled study was implemented. A total of 47 children from a regional hospital were randomly assigned to an experimental group (n = 21) and a control group (n = 26). The experimental group adopted the robot-assisted digital storytelling approach in health education for intravenous injections, while the control group received video-based health education. The study results indicated that the proposed robot-assisted digital storytelling approach not only reduced the children's anxiety, but also had positive effects on children's communication about intravenous injections, emotions during hospitalization, and therapeutic engagement. As a consequence, it is suggested that educators and researchers consider adopting robot-assisted digital storytelling to facilitate nursing clinical health education for children.

At present, with the rapid development of the internet and the gradual promotion of online collaborative learning, the social regulation of learning is receiving increasing attention, which involves socially shared metacognition, one facet of social metacognition. To date, social regulation of learning or socially shared metacognition have been widely studied using qualitative approaches. Although a variety of scales have been developed to measure metacognition in traditional individual learning, little work has been done to develop a scale to measure social metacognition in collaborative learning contexts. This study originally developed a social metacognition inventory consisting of 24 indicators by referring to the literature for assessing beliefs of other persons (BOP), awareness of other persons' thinking (AOPT), judgment of other persons' emotions (JOPE), co-regulation of each other's thinking (CREOT), and evaluation of other persons' thinking (EOPT). After EFA using 218 undergraduates' questionnaires of social metacognition in collaborative argumentation on a social psychological issue from a Sino-Foreign Cooperative Educational Institution, 17 indicators showed good factorability and reliability. After CFA using another 300 questionnaires on social metacognition in collaborative argumentation about the pandemic received from undergraduates who come from 52 countries in the International College of Education, among the 17 indicators derived from the first sample's EFA, three indicators had high correlation with others. Finally, based on the reviews of three experts, these three indicators were deleted. The remaining 14 indicators formed good construct validity with acceptable convergent and discriminant validities. In addition, the multi-group invariance test demonstrated that the structural model of the Social Metacognition Inventory has better configural invariance, which indicates that it can be generalized to other online collaborative argumentation contexts. The Social Metacognition Inventory can be used to quantify social metacognition in online collaborative argumentation when administering a large-scale experiment.

Around the world, the number of English speakers and the significance of the English language are constantly increasing. Among various technology-supported instructional styles, Mobile Learning (M-Learning) has been recognized as a promising approach to enhance students' competencies and skills in the English language. By examining previous literature, a number of reviews have been performed to investigate the role of M-learning in the English language. However, none of these studies has highlighted the trends, opportunities, and challenges identified in the most cited articles that focused solely on the English language. Therefore, to address these limitations, this study performed a review of the top 100 most cited articles, published between 2007 and 2020, indexed by the Web of Science, and addressing the English language only. The results revealed that most research in Mobile English Language Learning (M-ELL) followed an experimental design and employed a single mobile learning implementation. Additionally, the current study identified a number of research areas that require additional research attention. For example, further research is needed among students learning from home, more qualitative research is needed, and additional research is required to improve students' higher-order thinking skills. The outcomes of this study provide a reference to researchers and educators who intend to use mobile technologies in the area of language education, especially in the context of the English language.

Background: Social annotation (SA) allows users to collaboratively highlight important texts, make comments and discuss with each other on the same online document. This would not only accelerate and deepen learners' cognitive understanding of information, but also help build a sense of rapport, which is critical especially because of the worldwide shift from face-to-face class to remote education as a response to the COVID-19 pandemic. Objective: To provide a systematic review of empirical SA studies, so that current development as well as issues in SA practices and research are identified. Methods: A total of 32 studies were identified and bibliometrical, instructional, and methodological analysis were conducted. Results and Conclusions: The United States has published the most SA research and technology-related journals are most receptive of SA research; one-shot quantitative designs with a sample size between 30 and 100 have been adopted most often; there is a lack of theoretical support for SA studies; higher education settings have been more frequently researched than other educational levels; SA technological features and activities have focused more on student uses and outcomes than on those of instructors; self-designed technologies were more preferred than commercial ones; both cognitive and affective outcomes were emphasized and nearly all studies reported positive findings. Implications: Future SA studies may conduct blended designs with larger sample sizes that is grounded upon solid theoretical frameworks; more customized and affordable SA technologies that support both students and teachers should be developed. Learning analytics and emotional design may be capitalized more to meet the demand of remote education during the pandemic.

Project-based learning (PBL) aims to foster students' problem-solving ability and collaboration by engaging them in completing a project in teams. Researchers have indicated the importance of guiding students to make comparisons and reflection during the process of project-based learning. Therefore, the present research proposed a peer assessment-based PBL (PA-PBL) approach to boost students' PBL performances. To assess the effectiveness of the proposed approach, a quasi-experiment was conducted for 3 weeks. A total of 110 secondary students were divided into an experimental group learning with the PA-PBL approach and a control group learning with the conventional PBL (C-PBL) approach. The students' problem-solving tendency, learning achievement, and collaboration tendency were evaluated. The experimental results indicated that the PA-PBL approach improved the students' learning achievement, especially for those students with higher problem-solving tendency. In terms of collaboration tendency, it was found that the PA-PBL approach benefited the lower problem-solving tendency students more than the C-PBL approach, while there was no difference between the higher problem-solving tendency students in the two groups. The experimental results also indicated that the PA-PBL approach could better enhance students' problem-solving tendencies than the C-PBL approach.

In recent years, several studies have reported the potential of employing digital games in EFL (English as Foreign Language) courses to promote students' learning motivation. However, scholars have pointed out that students generally lack self-learning ability, which is the key to the success of learning a foreign language. Therefore, it is crucial to foster students' self-learning ability during the game-based learning process. In this study, an expert system was developed to facilitate self-regulated learning in digital game-based learning contexts. To evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in a university English course. The experimental group students learned with the self-regulated English vocabulary game (SR-EVG) approach, while the control group students learned with the conventional English vocabulary game (C-EVG) approach. The experimental results indicated that the use of the SR-EVG approach could improve learners' English vocabulary achievement and self-regulation compared with the C-EVG approach without increasing students' English learning anxiety. Moreover, through qualitative interviews, it was found that students who used the SR-EVG approach would focus on their learning due to goal-setting in the game and would pay more attention to the learning strategies they used.

It has always been a challenging issue to develop complex professional skills accompanied with sufficient professional knowledge and correct judgement. Previous studies have indicated that students have more opportunities for practice in flipped learning contexts. Basically, complex professional skills training is often risky in different real-world applications. Therefore, most medical training lessons are done through case discussions, interpretation of mannequins, and watching videos. Such learning models are, however, not only ineffective, but students fail to solve real problems without sufficient drills. The advanced progress of 3D simulation technology provides good opportunities to solve these problems. Virtual reality (VR) provides simulations for real clinical scenarios, offering medical students the chance to practice standard complex medical skills repeatedly, as well as thinking about and responding to clinical problems in VR, where they can obtain immediate feedback from VR learning systems. Thus, to enhance medical students' complex medical skills, the study proposes a virtual reality-based flipped learning approach. To investigate the effectiveness of the proposed approach, a quasi-experimental design was conducted with two groups in a lumbar puncture course for postgraduate year (PGY) residents of a hospital The experimental group with 39 students was conducted with virtual reality-based flipped learning (VR-FL), while the control group with 37 students was managed by traditional flipped learning (T-FL). The results showed that the complex medical skills of the experimental group were significantly better than those of the control group. In addition, the experimental group showed higher learning motivation and self-efficacy. It can be inferred that VR-FL has a positive impact on complex medical skills for PGY residents. Educators and researchers should consider integrating VR technology with learning strategies in medical simulation training.

In artwork appreciation activities, visiting physical exhibitions in art museums is often limited by time, distance and cost. Thus, conventional teaching is mostly conducted through textbooks, presentation slides or videos. However, by presenting artwork appreciation through a lecture, it is difficult for students to feel the beauty of artworks, and they can hardly develop accurate appreciation knowledge and critical thinking. To tackle this problem, this study proposed an experiential learning-based spherical video-based virtual reality (EL-SVVR) learning approach based on the experiential learning theory to guide students to browse world-famous artworks and experience the features of artwork creation. This study developed an EL-SVVR learning system and adopted a quasi-experimental design to determine whether the EL-SVVR learning approach improved students' performance in artwork appreciation in comparison with the conventional teaching approach. A total of 45 university students from two classes who participated in an elective art course were recruited in the study. One class was assigned to be the experimental group and adopted the EL-SVVR learning approach, while the other class was assigned to be the control group and adopted the conventional technology-supported learning (CTL) approach. The results showed that in comparison with the CTL approach, the EL-SVVR learning approach enhanced students' learning achievement, learning motivation, self-efficacy, critical thinking and performance in digital painting creation during artwork appreciation.

This study reviewed the mobile technology-supported music education (MTSME) studies published in several academic databases, namely Scopus, WOS, ERIC, and RILM, from 2008-2019. Based on the technology-based learning model, the application domains, research issues, sample groups, research methods, adopted devices, and learning strategies were examined. In addition, visual categorization analysis was conducted to further analyze the keywords adopted in the studies. The results show that the number of MTSME studies increased in the time period. It was also found that a majority of studies mainly focused on learner perceptions (e.g. learning reception, learning attitude, and learning motivation). Tablet computers were the most frequently adopted mobile devices. In terms of learning strategies, guided learning, project-based learning, and inquiry-based learning were extensively used in the MTSME studies. In addition, the results of the keyword analysis showed three thematic clusters of MTSME studies, namely "mobile technology-supported teaching management and learning design," "developing appropriate music educational resources for different educational levels," and "mobile technology facilitated learning motivation in music education." According to the research results, several suggestions for future research are proposed.

This study explores the roles and research foci of AILEd (Artificial Intelligence in Language Education). The AILEd studies published from 1990 to 2020 in the WOS (Web of Science) database were included in the present study. Based on the well-recognized Technology-based Learning Review model, several dimensions, such as research methods, research sample groups, adopted technology, language skills, the role of AI in language education, and learning outcomes, were taken into account. The review results show that the main application domains of AILEd research were writing, reading, and vocabulary acquisition. In terms of applied technology and algorithms, AI in language education mostly adopted ITS (Intelligent Tutoring System) and NLP (Natural Language Processing). Besides, several commonly used AI algorithms were Statistical Learning, Data Mining, Machine Learning, and Natural Language Parsing. It was also found that some research focused on learning anxiety, willingness to communicate, knowledge acquisition, and classroom interaction. However, higher order thinking, complex problem solving, critical thinking ability, and collaborative learning tendencies were rarely considered in AILEd studies. Accordingly, several suggestions are provided to researchers, teachers, and decision makers for applying or studying AI applications in language education in the future.

In traditional instruction, teachers generally deliver the content of textbooks to students via lectures, making teaching activities lack vibrancy. Moreover, in such a one-to-many teaching mode, the teacher is usually unable to check on individual students' learning status or to provide immediate feedback to resolve their learning problems. Chatbots provide an opportunity to address this problem. However, conventional chatbots generally serve as information providers (i.e., providing relevant information by matching keywords in a conversation) rather than as decision-making advisors (i.e., using a knowledge-base with a decision-making mechanism to help users solve problems). Thus, this study proposes an expert decision-making-based chatbot to facilitate individual students' construction of knowledge during the learning process. A quasi-experiment was conducted to compare the differences in the performances and perceptions of students using the expert decision-making-based chatbot (EDM-chatbot) and the conventional chatbot (C-chatbot) in the activities of a geography course. One class of 35 students was the experimental group, using the EDM-chatbot. The other class of 35 students was the control group, using the C-chatbot. The results of the study showed that the EDM-chatbot combined with expert decision-making knowledge significantly improved students' learning achievement and learning enjoyment as well as reducing their learning anxiety, showing the value of the proposed approach.

For professional development programs, students' professional identity and learning perceptions and earning performances have been recognized as important educational objectives. Scholars have indicated that engaging students in social interactions facilitates their deep and diverse thinking, and hence to promoting their learning outcomes. However, in traditional instruction, students generally learn in an individual learning mode and hesitate to interact with peers and teachers. To address this problem, a mobile team-based competition approach to situate students in social interactions was proposed. To evaluate the effectiveness of the proposed approach, an experiment was conducted in a college curriculum design course. 88 students in a teacher education program participated in the experiment, including 42 in the experimental group learning with the proposed approach, and 46 in the control group learning with the conventional mobile individual competition approach. The results showed that the proposed approach outperformed the mobile individual competition approach in terms of learning attitude, collaborative learning tendency and professional identity. It is found that the students generally perceived the proposed learning approach to be an effective way to encourage knowledge sharing, promote collaboration awareness and improve learning attitudes and motivation.

Writing an English research article for novice English as an additional language (EAL) writers is a challenging task that requires experience and training at both the sentence and meaning levels. One strategy that EAL writers employ when writing a research article is the use of formulaic sequences (FSs). However, available FS corpora are general purpose and are very limited in size. Previous studies have reported the effectiveness of FS usage in writing using a small set of FSs. The present work proposes an assistive environment for academic writing improvement through the use of domain-specific FSs. FSs are extracted from published articles and are classified under rhetoric categories using a machine learning technique. The user can then search for and add new FSs of his/her choice from any research article using proposed prototypes. The effectiveness of the proposed approach was evaluated in a real environment. The results show a positive impact of the proposal in terms of academic writing improvement. Novice writers who worked with the proposed prototype reported a significantly higher degree of perceived usefulness than those who worked with the traditional phrasebank approach.

Fostering students' computer programming skills has become an important educational issue in the globe. However, it remains a challenge for students to understand those abstract concepts when learning computer programming, implying the need to provide instant learning diagnosis and feedback in computer programming activities. In this study, a Two-Tier Test-Based Programming Training (T[superscript 3]PT) approach was proposed. Accordingly, an online learning system was developed to provide students with precision feedback for guiding them to identify misconceptions of computer programming to improve their computer programming learning achievement. In order to examine the effects of the proposed approach, a learning system was developed and a quasi-experiment was conducted. Two classes of 99 eighth-grade students from Taiwan were divided into an experimental group and a control group. The students in the experimental group used the learning system based on the T[superscript 3]PT approach, while the control group used the conventional learning system. The experimental results showed that the proposed approach was significantly superior to the conventional programming learning approach in terms of students' programming logic concepts, problem-solving awareness, technology acceptance, and satisfaction with the learning approach. Accordingly, discussion and suggestions are provided for future research.

At present, environmental issues are of concern to all countries, especially for developing countries, and education on waste sorting is urgent. However, it remains a challenge to improve students' learning achievement and engagement in environmental education. Researchers have pointed out the potential of digital games for promoting students' learning motivation. In addition, the two-tier testing mechanism has been recognized as an effective tool for correcting students' misconceptions and promoting their in-depth thinking. Therefore, this study proposed a two-tier testing-based digital gaming approach. To verify the effectiveness of the approach, a digital game was developed and a quasi-experiment was conducted. The participants were two classes of fifth graders, with one class as the experimental group using the two-tier test-based digital game and the other class as the control group learning with the conventional digital game. The results showed that the digital game-based learning with two-tier testing model was conducive to students' improved academic performance compared with the conventional digital game-based learning model, especially for students in the low-level group, who were able to make greater progress. In addition, the approach was effective in terms of reducing students' cognitive load and improving their flow experience.

The flipped classroom approach has become one of the renowned instructional approaches in recent years. However, without proper educational tools to support students when they participate in classroom learning, their learning performances may not be as good as expected. In this study, a collective problem-solving promotion mechanism is proposed to enhance students' interaction and learning engagement in flipped classrooms using an interactive response system (IRS). A quasi-experimental design was adopted, and university students were recruited as the participants. The students in the experimental group applied the proposed approach, while those in the control group used the conventional flipped learning approach. The results show that the students in the collective problem-solving promotion-based flipped classroom not only had better learning performances and collective efficacy but also had higher level of knowledge construction and deeper interactions. The findings can be a reference for future teaching and research.

In the past decades, collaborative game-based learning has been used to facilitate students' learning in authentic learning contexts. Although several previous studies have reported the potential of this approach for students' learning performance and motivation, unequal participation could negatively influence the learning effectiveness of collaborative learning. To this end, this study developed a mandatory contribution-based collaborative gaming approach (MCCG) to enhance the competencies for conducting practical solutions related to environmental issues during a cross-field learning activity between a school and a museum. MCCG and a conventional collaborative gaming approach (CCG) were implemented to investigate the effects of individual contributions on collaborative learning. Both individual learning achievements and collaborative learning outcomes were assessed. The results showed that game-based collaboration supports can support competency-based education to enhance students' competencies, such as problem-solving and critical thinking competencies. Those students who learned with the mandatory contribution approach had better collaborative learning outcomes.

Researchers have pointed out the important role of self-regulation in learning. The self-regulated learning (SRL) process consists of three stages (i.e. forethought, performance, and self-reflection), each of which could involve different strategies for achieving the aim of SRL. To enable researchers and teachers to have a whole picture of how each strategy could be applied, this study analyzed the 2010-2020 publications in seven SSCI journals of e-learning. In addition, the correlation between each SRL strategy and students' learning performances was analyzed. It was found that, in 58% of the studies, the potential strategies for individual SRL stages were generally ignored. In addition, 40% of the studies did not clearly state how SRL could be applied to practical applications. By referring to those SRL studies reporting the use of the strategies in each stage in specific application domains, it was found that goal setting and planning, which highly related to students' learning achievement, has been frequently discussed. Nevertheless, some strategies that highly correlated to students' cognitive performances and affect perceptions, such as environmental structuring, seeking information and rehearsing and memorizing, are often ignored. According to the findings, some suggestions are provided as a reference for researchers to conduct related research.

As one of the core skills of the 21st century, computational thinking has received increasing attention from educators and researchers. Although some research has been conducted on computational thinking, few studies examined the impact of learning activities on students' computation thinking skills from the perspective of cognitive development. Based on the theory of scaffolding instruction, a progressive thinking training approach with flowcharts was proposed to cultivate students' computational thinking skills. A quasi-experiment was designed to evaluate the effectiveness of the training. Forty-nine Chinese tertiary students undertaking a programming course were randomly assigned into two groups -- the experimental and control groups. During the course, the experimental group received progressive training, and the control group received non-progressive training. The results showed that the experimental group gained a significantly higher level of academic achievement than the control group. Meanwhile, the experimental group showed a remarkable improvement in programming self-efficacy. Furthermore, the participants in the experimental group showed a higher level of computational thinking skills, including cooperative learning, critical thinking, and problem solving skills. In summary, the progressive thinking training approach with flowcharts could not only improve the participants' computational thinking skills and programming self-efficacy, but also help them to achieve better academic outcomes.

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.

Fostering students' competence in applying interdisciplinary knowledge to solve problems has been recognized as an important and challenging issue globally. This is why STEM (Science, Technology, Engineering, Mathematics) education has been emphasized at all levels in schools. Meanwhile, the use of robotics has played an important role in STEM learning design. The purpose of this study was to fill a gap in the current review of research on Robotics-based STEM (R-STEM) education by systematically reviewing existing research in this area. This systematic review examined the role of robotics and research trends in STEM education. A total of 39 articles published between 2012 and 2021 were analyzed. The review indicated that R-STEM education studies were mostly conducted in the United States and mainly in K-12 schools. Learner and teacher perceptions were the most popular research focus in these studies which applied robots. LEGO was the most used tool to accomplish the learning objectives. In terms of application, Technology (programming) was the predominant robotics-based STEM discipline in the R-STEM studies. Moreover, project-based learning (PBL) was the most frequently employed learning strategy in robotics-related STEM research. In addition, STEM learning and transferable skills were the most popular educational goals when applying robotics. Based on the findings, several implications and recommendations to researchers and practitioners are proposed.

The use of touchscreen mobile devices in early childhood education has gained considerable attention. Several studies have been conducted to investigate the impacts of touchscreen mobile devices on children's cognitive and affective development. Researchers have further indicated the need to probe in which contexts children can learn effectively with touchscreen mobile devices. Therefore, this paper reviewed the studies related to the use of touchscreen mobile devices for children published in the Web of Science database from 2010 to 2019. A total of 45 studies were selected and analyzed based on the technology-based learning model. Accordingly, several dimensions, such as application domain, research method and research issues, and the attitudes of teachers, parents and young children, were taken into account. The results showed that: (1) 35% studies applied touchscreen mobile devices for young children's language skills development; (2) the quantitative research method is the most commonly adopted; (3) children's cognitive development received the most attention among all the research issues; and (4) young children generally like to use touchscreen mobile devices to learn. Moreover, teachers' and parents' concerns about young children's use of touchscreen mobile devices are analyzed, and future trends in integrating ICT in early childhood education are discussed.

In this study, a peer assessment-based mobile learning approach was implemented and evaluated in a vocational design certification course. A quasi-experiment was conducted to explore the impact of the proposed approach on the learning achievements and motivations of the students with active and reflective styles. It was found that the students using the peer assessment-based mobile learning approach generally learned better than those using the conventional mobile learning approach. It was also found that there were interactive effects between learning approaches and learning styles on intrinsic motivation. The students with an active learning style outperformed those with a reflective style in intrinsic motivation when conducting the peer assessment-based mobile learning. Active learning style students also had higher extrinsic motivation than those with a reflective learning style when conducting mobile learning.