摘要：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.
