Engaging Young Students in Effective Writing Development: An Augmented Reality-Based Peer Assessment Approach Within a Self-Regulated Learning Context.

This article investigates the integration of augmented reality (AR) with peer assessment (PA), termed ARPA, based on a self-regulated learning (SRL) model to enhance elementary students' writing development. Conducted with 77 fourth-grade students in China, the quasi-experimental study found that the ARPA approach significantly improved writing performance—especially for lower-achieving students—enhanced metacognitive skills, and reduced writing anxiety compared to traditional PA. Analysis of peer feedback revealed that ARPA participants provided more didactic, strategy-oriented feedback, while PA participants offered more corrective and reinforcing feedback. Additionally, students using ARPA reported higher motivation and better ability to overcome writing challenges such as writer's block, suggesting that AR integration can create a more engaging and supportive environment for writing education.