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

Abstract

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.

A Framework for Mobile-Assisted Formative Assessment to Promote Students’ Self-Determination

“…Communication facilitated with mobile technologies supports collaboration [8]. Learners participating in collaborative context-aware "in-situ" authentic scenarios, have the potential to achieve higher levels of perceived autonomy, competence, and relatedness [6].…”

“…Research has shown that the integration of mobile technologies in learning has a significant impact on motivation [3,4]. The use of mobile technologies for formative assessment, when compared with traditional paper-based means, can be beneficial [5,6]. Features of mobile technologies, such as ubiquity and context-awareness, personalization and adaptivity, interactivity and immediate feedback provision, facilitate the integration of assessment within teaching and learning and therefore have the potential to transform formative assessment into a more embedded and pervasive instructional method [7][8][9].…”

“…While studies exist that provide evidence for the motivational impact of mobile-based assessment for learning [5,6], with few exceptions [10], not many frameworks exist to better guide the development of mobile-based assessment [11][12][13]. The current study proposes a framework that is grounded on a motivation theory and leverages mobile technologies to guide the design of mobile-assisted formative assessments that can promote motivation.…”

Augmented Reality in Science Education: An Application in Higher Education

“…For example, the fields of engineering, health, education, and training each has their unique problems; thus, ARs with different technological infrastructures must solve them. In the education field, two types of AR are used predominantly: recognition-(marker) based and location-based (Fleck, et al, 2015;Hanafi, et al, 2016;Huang, et al, 2016;Kamarainen, et al, 2018;Lisabeth & Helen, 2017;Nielsen, et al, 2016;Nikou & Economides, 2016;Yoon, et al, 2017;Zainuddin, et al, 2016). In addition, these studies demonstrate that, in the education field, AR technology uses mobile technology and suitable software and the applications of AR research can now be found on both mobile and non-mobile devices (Bacca, et al, 2014).…”

The Effect of Electronic Educational Assessment Environment (Navigation and Content) on Students' Intention to use MOBILE BASED ASSESSMENT from Motivational Perspective View

“…MBA is applicable in various educational settings in formal education where the assessment process is conducted within schools and universities, and informal education where the assessment process is conducted within museums, science centers and science trips [5]. Pedagogically, MBA can support student-center learning, where students are the focal point of learning via supporting personalization and social interactivity [6].…”