Using Mobile Devices in Teaching Large University Classes: How Does It Affect Exam Success?

Tommaso Feraco,Donatella Accarrino,Cecilia Dal Bon,Nicole Casali,Carla Tortora,Chiara Meneghetti

doi:10.3389/fpsyg.2020.01363

Abstract

The aim of this study was to examine the role of mobile-based student response systems in teaching to improve university students’ academic outcomes. Mobile devices can be useful tools for conveying content to large classes, with a potential impact on academic outcomes. This study involved a total of 294 undergraduates taking a psychology course. The course involved lessons in the classroom, which included answering quizzes (quiz activities) and activities such as preparing reports and laboratory experiences (out-of-class activities). Quizzes were administered using a mobile technology system. Data were collected on the motivational beliefs (theory of intelligence) and self-regulated learning strategies of students who voluntarily completed the online questionnaires. The results of the linear models showed that using the quizzes positively affected the performance in the final exams (involving closed and open questions). The same was true for the out-of-class activities. The motivation and strategy scores correlated moderately with out-of-class activities, but not with quiz activities. These results offer insight on the use of technology during lessons and other course-related activities to promote academic achievement.

Highlights

One of the main aims of higher education systems is to enable students to learn effectively
The present study aims to analyze the effect on academic performance of using interactive teaching practices in large classes where attendance is not mandatory
The present study examined whether using SRSbased quizzes during university lectures can positively affect the final exam performance

Summary

Introduction

One of the main aims of higher education systems is to enable students to learn effectively. The interest in innovative teaching methods is nourished by a growing body of research showing the benefits of exploiting technologies during lectures at a university, as well as in various other higher-education settings, to learning and learning-related outcomes (Sung et al, 2016). These benefits are important in contexts where university classes are large and/or attendance is not mandatory, making it more challenging for lecturers to encourage students’ participation in class (Hunsu et al, 2016)

Objectives

Methods

Results

Conclusion