Abstract
AbstractChoreography is an important and challenging educational objective in dance courses. However, most previous technology‐enhanced learning studies for dance education mainly focused on students’ dance skills, while the issue concerning the approaches to promoting students’ choreographic performance has generally been ignored. To address this issue, the present study developed a mobile technology‐assisted peer assessment approach based on social constructivism for use in a university general education dance routine choreography class. A total of 266 university students were divided into an experimental group and a control group. The experiment lasted for 15 weeks and involved two rounds of peer assessment. The results showed that mobile peer assessment could significantly enhance the innovative competence of dance routines and dance skills. In addition, according to the students’ feedback, the dance routine choreography class was conducive to improving social skills, innovative competence, and intrinsic motivation, while mobile peer assessment could assist students in understanding accurate evaluation criteria, reflecting on their own in a more objective way, and broadening the aspects of appreciating the work.
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