A Systematic Review of Mobile-Based Assessment Acceptance Studies from 2009 To 2019

Abstract

Despite many studies being conducted on mobile learning acceptance, few investigate mobile-based assessment acceptance. The objectives of this research are to provide valuable insights into current research on mobile-based assessment literature, and to identify the main gaps in the mobile-based assessment acceptance literature. Therefore, the present study systematically reviews 48 previous studies and eight articles related to mobile-based assessment acceptance to provide a comprehensive analysis of the articles published from 2009 to 2019. Findings indicate that majority of mobile-based assessment studies focused on evaluating the effectiveness and performance of mobile-based assessment system and conducted at the secondary school level. In addition, this study identified several gaps. Further research is needed to study the acceptance problem of a mobile-based assessment system. More investigation is required to predict which external factors that can enhance the acceptance and use of mobile-based assessment among students. The findings of this review study provide a valuable reference for researchers about the current trend of mobile-based assessment research as well as the research gaps that should be covered in future studies.

Mobile collaborative learning with social network awareness

“…Mobile devices provide a time‐ and location‐independent medium and facilitate the implementation of mobility‐based assessments (MBAs) that complement paper‐ and computer‐based assessments (Alrfooh & Lakulu, 2021; Nikou & Economides, 2018). Compared with paper‐ and computer‐based assessments, MBAs enable a more flexible assessment arrangement and more opportunities for peer interactions, feedback, and scaffolding (Nikou & Economides, 2017; Nikou & Economides, 2018).…”

“…Compared with paper‐ and computer‐based assessments, MBAs enable a more flexible assessment arrangement and more opportunities for peer interactions, feedback, and scaffolding (Nikou & Economides, 2017; Nikou & Economides, 2018). Although MBA is still in its infancy (Bacca‐Acosta & Avila‐Garzon, 2021), it has been used and studied extensively (Alrfooh & Lakulu, 2021; Nikou & Economides, 2018). However, Bacca‐Acosta and Avila‐Garzon (2021) found that students are highly likely to discontinue use within the first 25–50 minutes of using MBA.…”