Any Effects of Different Levels of Online User Identity Revelation?

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7 Citations (Scopus)


This study examined the effects of different levels of identity revelation in relation to aspects most relevant to engaged online learning activities. An online learning system supporting question-generation and peer-assessment was adopted. Three 7th grade classes (N=101) were assigned to three identity revelation modes (real-name, nickname and anonymity) and observed for six weeks. A pretest-posttest quasi-experimental research design was adopted. Findings did not confirm that different levels of identity revelation affected participants' academic performance, nor led participants to view the peer-assessment strategy, the interacting parties, interaction processes, or engaged activities in different ways. Implications for generalizability of research findings and suggestions for teaching practices are offered.

Original languageEnglish
Pages (from-to)64-77
Number of pages14
JournalEducational Technology and Society
Issue number1
Publication statusPublished - 2012

All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science
  • Engineering(all)


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