Peer review, as an e-assessment tool incorporates the human factor to treat complexity for rating and grading students. It could address the qualitative more than quantitative aspects with flexible human feedback that leads up to metacognitive knowledge aspects, which e-assessment usually is not able to achieve. Peer review is an internationally wellknown method for quality assurance in science; it is now used for teaching and assessment in universities. This paper presents an analysis of five teaching scenarios that use peer review. All scenarios have been working with the same technical setting within different courses in Digital Business and included 765 participants. Regarding e-peer review qualitative and quantitative data from 298 students were collected. The tasks in the different learning scenarios differ between well-structured to complex and cognitively ambitious assignments like academic paper writing. Further analysis of criteria like lead time, support expense, dimension of cognitive processes, meeting of professional standards and social interaction shows how the five scenarios lead to either better or less efficient learning performances.

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This chapter deals with a training curriculum for kindergarten teachers to introduce a learning game for technology-enhanced language learning in early childhood and how kindergarten teachers can launch the game in their classes. The game helps children to become familiar with the German language as a mother tongue or as a second language. The game “Schlaumäuse” was developed to enhance the children’s language learning. Children between the ages of four to eight are the target group of this software. The different activities in the game’s story encourage the children’s phases of language learning like structure of syllables, phoneme, rhymes or phonological features.