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

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.

NovoLearning: A strategic response to large class problems in teaching non-English department students

“…One of the main objectives of higher education levels is to facilitate students to learn effectively. Among several teaching methodologies, technology systems based on mobile devices are potentially powerful learning tools (Feraco et al, 2020). Therefore, the integration of technology in the English instruction is not a novel thing and it has always been an important part which cannot be segregated from the process.…”

“…It means that learning with technology is more effective since the students show a positive effect on the academic performance than the traditional way of teaching. Additionally, it is based on the evidence that students are accustomed with technology and the use of it in teaching and learning process contributes to effective learning (Feraco et al, 2020;Ghavifekr & Rosdy, 2015).…”

“…With the program, the lecturers are able to see and monitor their learners' progress that it may save time in class and management as well as help lecturers to achieve quality education and create a learning environment in large classes. In line with Feraco et al, (2020), NovoLearning supports the quality of learning such as the ease of accessing material, improving students' motivation, creating positive relationships between lecturers and students, reinforcing students' responsibility in taking the subject, and building positive attitude toward English learning. Further, this study explains comprehensively how NovoLearning program can be the alternative to cope large classes' problems of non-English language students.…”

Learning With a Double-Edged Sword? Beneficial and Detrimental Effects of Learning Tests—Taking a First Look at Linkages Among Tests, Later Learning Outcomes, Stress Perceptions, and Intelligence

“…One especially robust desirable difficulty is the application of tests (also: testing, testing effect, retrieval practice, test-enhanced learning, and learning/ practice tests): Taking (learning) tests on previously studied materials increases long-term learning compared to easier and more passive re-reading tasks or compared to note-taking as a stronger control task-even concerning a multitude of difficult, complex, and curricular subjects in realistic learning contexts (e.g., McDaniel et al, 2007;Dunlosky et al, 2013;Rowland, 2014;Karpicke and Aue, 2015;Adesope et al, 2017;Batsell et al, 2017;Rummer et al, 2017;. These beneficial effects of tests were, among others, found for different types of learning materials (e.g., factual information, vocabulary, conceptual information, longer scientific textbook paragraphs, traditional (live) lectures/lessons, and recorded e-lectures/videopresentations) and for different types of test questions (e.g., multiple-choice questions, short-answer questions, fill-in-theblank questions, comprehension-based questions, applicationbased questions, transfer questions, and inferences; e.g., Roediger and Karpicke, 2006;McDaniel et al, 2011McDaniel et al, , 2013Dunlosky et al, 2013;Rowland, 2014;Khanna, 2015;Jing et al, 2016;Adesope et al, 2017;Iwamoto et al, 2017;Heitmann et al, 2018;Feraco et al, 2020;. Moreover, tests were beneficial in varying (face-to-face or online) settings (e.g., laboratories, universities, classrooms, and at home/outside of class) and for students of different age groups (e.g., elementary school students, high school students, and university students; e.g., McDaniel et al, 2007McDaniel et al, , 2011Roediger et al, 2011;Rowland, 2014;Adesope et al, 2017; Grimaldi andKarpicke, (2014), Feraco et al, (2020), Wang and Tahir, (2020), .…”

“…Moreover, tests were beneficial in varying (face-to-face or online) settings (e.g., laboratories, universities, classrooms, and at home/outside of class) and for students of different age groups (e.g., elementary school students, high school students, and university students; e.g., McDaniel et al, 2007 , 2011 ; Roediger et al, 2011 ; Rowland, 2014 ; Adesope et al, 2017 ; Yang et al, 2021 ). Notably, the benefits of tests were also shown to arise when tests were administered in varying (conventional, computerized, or technological) modalities (e.g., paper-pencil tests, orally delivered tests, tests administered with computers, tests administered on online-websites, tests using clicker response systems, tests applied with mobile devices, and tests conducted with online applications like Kahoot; see, e.g., McDaniel et al, (2013) , Grimaldi and Karpicke, (2014) , Feraco et al, (2020) , Wang and Tahir, (2020) , Yang et al, (2021) . Thus, researchers often recommend the application of tests as an effective learning task to increase learners long-term learning outcomes.…”