To Learners’ Needs For WSQ And Mobile Peer Assessment In Drawing Teaching

Abstract

This study investigated Chinese learners’ needs for learning WSQ with Mobile Peer Assessment in drawing teaching. Using a five-point Likert scale, a questionnaire survey was conducted on 390 learners from Shanxi Normal University, Luliang University, Shanxi Agricultural University, and Shanxi University. The survey assessed learners'tendencies and opinions on learning WSQ with Mobile Peer Assessment in drawing teaching, focusing on their Exploration of New Learning Methods in Drawing, Importance of Classroom Technology Resources in Drawing, Importance of Innovation in Learning Subject Content in Drawing, Importance of Logical Thinking in Drawing. Descriptive statistics, reliability, and validity tests were used to break down responses. Research shows that traditional drawing teaching often makes learners feel bored and less motivated to learn. However, learners clearly support the learner-centered approach based on WSQ with Mobile Peer Assessment. Integrating mobile assessment technology into classroom teaching can definitely increase learner motivation and engagement. The results also show that learners greatly appreciate classroom learning at WSQ with Mobile Peer Assessment. WSQ with Mobile Peer Assessment improves learners’ general learning experience and expands their interest in drawing creation learning. Learners of Chinese drawing courses highly recommend the teaching method that combines WSQ with Mobile Peer Assessment. This learner-centered approach increases learner motivation and further develops learning outcomes. The knowledge points of this study play a vital role in teaching and educational programs in art education, emphasizing the significance of practical teaching techniques to bring feasible learning experiences to learners in drawing teaching and other fields.