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teacher and very costly to provide regular individual
feedback. It is also suggested that students work in
groups in order to foster collaborative learning since
it proved beneficial in this study.
The participants also expressed issues related to
the technology tools used in this study, not only be-
cause they were not familiar with the tools, but also
because the tools were not necessarily designed for
mathematics peer-assessment purposes. The prob-
lems range from file management to finding the right
tools such as the pen colors and sizes. The user con-
trol was limited as well, and in some cases partici-
pants could not easily find their way to perform a de-
sired task or go back from an unwanted function. It
was challenging for participants to recognise and re-
cover from errors, since the users were not timely in-
formed on the system status (success or failure). Im-
provements can focus on training the students on the
available tools while working towards a development
of an integrated tool.
5 CONCLUSIONS
This paper presented results of iPad mobile tablet
technology-supported P2PASS experiments for two
mathematics courses. The study confirmed that peer-
assessment can foster student engagement and re-
sponsibility in their learning. In addition to porta-
bility, connectivity and mobility features of the iPad,
this study has proved the advantages of tablet tech-
nology in writing mathematics expressions, and this
can be time saving especially in providing an elab-
orate (step by step) feedback. However, this study
found no clear evidence of the benefits to use iPAD in
solving math problems. The technology acceptance
was found greatly dependent on how well the peer-
assessment could be planned especially in regards to
students’ training on how to use the tools. Future
research is required to find the effectiveness of the
P2PASS carried out over a period of time. This would
be necessary to exclude the effects of learnability is-
sues and to enable the measurement of the potential
impact on students’ performance. It is also desirable
to carry out the same experiments with students of
a different social and ethnographic background since
collaborative learning could be affected by such pa-
rameters. The iPad is easy to use in general but the
current set of available applications and LMS solu-
tions are not well integrated and prevent an efficient
use for P2PASS. This may change once iPad-like de-
vices are cheaper, more widely spread, and when
more integrated solutions have evolved.
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