Proficiency in written communication is an essential prerequisite for achievement in both academic settings and broader life contexts, yet many struggle with initiating writing and engaging in deep self-reflection and text revision. To address this challenge, this study integrated augmented reality (AR) technology with formative peer assessment (FPA)-based feedback methods to facilitate students’ writing performance and higher-order thinking (HOT). An empirical study was conducted with 110 Chinese pupils, who were randomly assigned to three groups: a group using formative peer assessment and teacher assessment in a traditional lecture-based learning mode (TFPA); a group using formative peer assessment and teacher assessment in an AR environment (AR-TFPA); and a group using formative peer assessment and automated writing evaluation (AWE) within an AR environment (AR-AFPA). The results indicated that the TFPA approach negatively impacted students’ writing performance and HOT compared to the AR-TFPA approach. While the AR-AFPA approach positively influenced writing performance compared to the AR-TFPA approach, no significant differences were observed in HOT. To better understand how FPA facilitates the writing process, we examined the mediating role of feedback types in the relationships between FPA approaches and writing performance/higher-order thinking. Mediation analysis revealed that the affective and cognitive characteristics of received feedback significantly mediated the relationships between the adopted approaches (i.e., TFPA vs. AR-TFPA; AR-AFPA vs. AR-TFPA) and improvements in writing performance and HOT. The present study aimed to provide insights into how integrating an AWE mechanism into AR-based FPA learning mode can potentially help learners’ writing performance and higher-order thinking.

The ability to communicate effectively in writing and produce clear and cohesive text is a necessary skill in both educational settings and the workplace, yet many young students struggle to organize their thoughts and engage in deep thinking. To address these challenges, an augmented reality (AR) application titled “Explore Wild Animals” has been used to help students organize information; however, it may not accommodate different cognitive styles. Integrating formative peer assessment (FPA) strategy into AR-based instruction can enhance knowledge construction and address diverse cognitive needs. This study, conducted from May to June 2023, empirically investigates the effects of FPA in an AR environment on the writing performance of learners with field-independent (FI) and field-dependent (FD) cognitive styles. A total of 89 fifth-grade pupils from China were randomly assigned to two groups: one group adopting FPA in an AR environment (AR-FPA), and the other group adopting FPA in a conventional PowerPoint (PPT) version 2410 environment (FPA). The results of a two-way analysis of covariance (ANCOVA) indicate that the AR-FPA group outperformed the FPA group in writing performance. Specifically, FI learners benefitted more from the AR-FPA approach, while FD learners performed better with the FPA approach. However, multiple linear regression analysis reveals that the peer feedback quality and features showed little to no significant correlation with feedback providers’ writing performance, regardless of cognitive style. These results highlight the effectiveness of integrating AR and FPA in enhancing educational outcomes, providing practical insights for promoting the sustainability of technology-enhanced learning and teaching practices.