Mobile-based Assessment Research Articles

An Outdoor Mobile-Based Assessment Activity: Measuring Students’ Motivation and Acceptance

Mobile-devices are able to support a wide range of outdoor assessment activities. While there is a significant amount of research that investigates the acceptance of computer-based assessment from one side and the acceptance of mobile learning from the other, relatively few studies focus explicitly on the factors that influence the acceptance of Mobile-based Assessment. The current study implements a mobile-based outdoor educational activity in the city’s Botanic Gardens during an environmental education project. 50 secondary school students participated in a mobile-assisted assessment procedure using Quick Response (QR) - coding technology through their mobile devices. The study examines the impact of Perceived Mobility, Authentic Context and Interest/Enjoyment on students’ Perceived Usefulness, Perceived Ease of Use and Behavioral Intention to Use Mobile-based Assessment. Partial Least Squares (PLS) was used for the data analysis. Results show that Perceived Mobility, Authentic Context and Interest/Enjoyment, Perceived Usefulness and Perceived Ease of Use are all significant determinants of Behavioral Intention to Use mobile-based assessment. Furthermore, the study examines the impact of using mobile devices during the learning activity on students’ learning motivation. Implications for designing and implementing mobile-based assessment procedures are discussed.

Mobile Applications and Semantic-Web – A case study on Automated Course Management

<p class="Abstract">Different types of e-assessment systems that are recognized at universities and based on the campus wireless have been developed. These systems help the students to use their Mobile Phones as learning media to access the information more easily from anywhere and at any time. Seppala and Alamaki developed a mobile learning project for teacher training. Their study compared the effectiveness of internet, face-to-face and mobile based instructions. Al Masri has proposed a study to compare the effective strategy in paper-based assessment with mobile-based assessment for assessing university students in English literature. It has been found that students gained better scores in mobile phone-based test than in paper-based test. This paper aims to determine and measure the effects of mobile-based assessments on the perception, achievement levels and performance of the students in internet-assisted courses. The main functionalities and features of this paper are: Knowledge evaluation, automatic generation of exams, exam grading, communication, course management, and questions-bank database.</p>

The evaluation of i-SIDRA – a tool for intelligent feedback – in a course on the anatomy of the locomotor system

ObjectiveThis paper presents an empirical study of a formative mobile-based assessment approach that can be used to provide students with intelligent diagnostic feedback to test its educational effectiveness. MethodAn audience response system called SIDRA was integrated with a neural network-based data analysis to generate diagnostic feedback for guided learning. A total of 200 medical students enrolled in a General and Descriptive Anatomy of the Locomotor System course were taught using two different methods. Ninety students in the experimental group used intelligent SIDRA (i-SIDRA), whereas 110 students in the control group received the same training but without employing i-SIDRA. ResultsIn the students’ final exam grades, a statistically significant difference was found between those students that used i-SIDRA as opposed to a traditional teaching methodology (T(162)=2.597; p=0.010). The increase in the number of correct answers during the feedback guided learning process from the first submission to the last submission in four multiple choice question tests was also analyzed. There were average increases of 20.00% (Test1), 11.34% (Test2), 8.88% (Test3) and 13.43% (Test4) in the number of correct answers. In a questionnaire rated on a five-point Likert-type scale, the students expressed satisfaction with the content (M=4.2) and feedback (M=3.5) provided by i-SIDRA and the methodology (M=4.2) used to learn anatomy. ConclusionsThe use of audience response systems enriched with feedback such as i-SIDRA improves medical degree students’ performance as regards anatomy of the locomotor system. The knowledge state diagrams representing students’ behavior allow instructors to study their progress so as to identify what they still need to learn.