Mobile-based assessment: A literature review of publications in major referred journals from 2009 to 2018
Introduction
With the rapid growth of mobile technologies and the extensive usage of mobile devices, there is a continuously increasing adoption of mobile learning in both formal and informal educational settings. Moreover, Bring Your Own Device (BYOD) policies are gaining popularity in both learning and working environments (Adams Becker et al., 2017). Mobile technologies provide new and enhanced learning opportunities, such as personalization and adaptivity, context-awareness and ubiquity, interactivity, communication and collaboration among learners, and seamless bridging between contexts in both formal and informal learning (Sung, Chang, & Liu, 2016; West & Vosloo, 2013).
There exist a large number of literature review studies about mobile-based learning. Most of these studies feature positive outcomes (Chee, Yahaya, Ibrahim, & Noor Hassan, 2017; Wu et al., 2012). Sung et al. (2016) found that mobile devices such as laptops, personal digital assistants, and mobile phones are a learning tool with great potential in both classrooms and outdoor learning. Chiang et al. (2016) provided a content analysis of mobile learning patents in selected databases from 1976 to 2013. Common mobile learning patents characteristics were found to be multi-presentation, supporting seamless learning, adopting learner analysis, improving learner diversity and context awareness. Hwang and Wu (2014) reported that mobile learning is promising in improving students’ learning achievements, motivations and interests.
Mobile devices not only provide a time- and location-independent medium for delivering personalized and context-aware learning content but also facilitate Mobile-Based Assessment (MBA), a new delivery mode of assessment with the use of mobile devices. While many MBA implementations exist in the related literature, to the best of our knowledge, no review study exists to provide an overview of the current status in the research about Mobile-Based Assessment (MBA).
The current review has two objectives. The first objective is to provide a current synthesis of Mobile-Based Assessment research addressing relevant features. This objective is approached by addressing the following research question R1.
- R1
In studies involving mobile-based assessments, what are the journal and year of publication of the articles, age and education level of the participating subjects, country context, learning domain, assessment types and supported technologies, research design and research purpose?
The second objective is to investigate the impact that MBA has on students’ learning performance, motivation and attitudes. This objective is approached by addressing the following research questions R2, R3, and R4.
- R2
What is the impact of mobile-based assessment on student learning performance?
- R3
What is the impact of mobile-based assessment on student learning motivation?
- R4
What are students' and/or teachers' attitudes and perceptions about mobile-based assessment?
The authors conducted a literature search in seven major educational technology research journals and identified 43 relevant articles published from January 2009 to February 2018. These articles have been analyzed according to the aforementioned set of research questions.
The review study is organized as follows. First, a background section draws on mobile-based assessment, existing mobile learning reviews and the rationale for a mobile-assisted assessment literature review study. Then, the methodology section follows with the inclusion and exclusion criteria, search strategy, study selection and analysis framework and coding. Study results along with discussions and study limitations come afterwards. Next, identified gaps in the literature with potential future research are presented. Finally, there is the conclusions section that summarizes the study discussions strengthening the contribution of the study.
Section snippets
Mobile-based assessment
Assessment is a critical process in education that features both measuring and supporting student learning. We follow the definition by OECD (Nusche, Laveault, MacBeath, & Santiago, 2012) that assessment refers to the process of measuring and/or collecting and using evidence about the outcomes of students’ learning. Assessment can be distinguished as summative assessment (takes place after a cycle of learning and measures what has been learnt, i.e. “assessment of learning”) or formative
Method
The current study is a literature review about mobile-based assessment. A literature review identifies, selects, and synthesizes primary research studies in order to provide a picture of the topic under investigation (Oakley, 2012).
Results and discussions
Several findings emerged as a result of the research synthesis of the selected forty-three peer-reviewed articles on mobile based-assessment in terms of the context, design and purpose of the selected studies and also the impact that MBA has on learning performance, motivation and attitudes/perceptions. Table 3 illustrates these findings of our review of the forty-three (43) referred journal articles about MBA, published from January 2009 to February 2018.
A detailed analysis of the outcomes of
Identified gaps and future research
The following gaps in the mobile-based assessment related research were identified in this review of the selected seven major referred journals.
Limitations
This review is limited by the fact that it examines only articles published in seven top-ranked educational technology journals (based on Google Scholar metrics) during the last eight years (January 2009–February 2018). The study is not intended to be a comprehensive overview of the status in the research about Mobile-Based Assessment; the study rather provides a snapshot of the MBA-related research published in these journals. Therefore, generalizations should be made with cautions and further
Conclusions
The current study is a review of forty-three mobile-based assessment related articles published in seven major technology-enhanced learning research journals from January 2009 to February 2018.
This study is the first literature review about mobile-based assessment and presents the following new findings that hold for the aforementioned selected journals: (1) In these selected journals, most mobile-based assessment studies have been implemented in STEM subjects, with elementary school pupils and
References (84)
The implementation and evaluation of a mobile self- and peer-assessment system
Computers & Education
(2010)- et al.
Mobile formative assessment tool based on data mining techniques for supporting web-based learning
Computers & Education
(2009) - et al.
BYOD or not: A comparison of two assessment strategies for student learning
Computers in Human Behavior
(2017) - et al.
A two-tier test approach to developing location-aware mobile learning systems for natural science courses
Computers & Education
(2010) - et al.
The use of mobile learning in PK-12 education: A systematic review
Computers & Education
(2017) - et al.
Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media
The Internet and Higher Education
(2013) - et al.
An adaptive testing system for supporting versatile educational assessment
Computers & Education
(2009) - et al.
Examining mobile learning trends 2003–2008: A categorical meta-trend analysis using text mining techniques
Journal of Computing in Higher Education
(2012) - et al.
A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students
Computers & Education
(2011) - et al.
An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices
Computers & Education
(2015)
The impact of paper-based, computer-based and mobile-based self-assessment on students' science motivation and achievement
Computers in Human Behavior
Mobile-based Assessment: Integrating acceptance and motivational factors into a combined model of self-determination theory and technology acceptance
Computers in Human Behavior
Mobile-based assessment: Investigating the factors that influence behavioral intention to use
Computers & Education
An experiment for improving students' performance in secondary and tertiary education by means of m-learning auto-assessment
Computers & Education
Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies
Computers in Human Behavior
MLearning and pre-service teachers: An assessment of the behavioral intention using an expanded TAM model
Computers in Human Behavior
Modeling the computing based testing domain extending IMS QTI: Framework, models and exemplary implementations
Computers in Human Behavior
QuesTInSitu: From tests to routes for assessment activities
Computers & Education
Mobile instant messaging support for teaching and learning in higher education
The Internet and Higher Education
Affordances and constraints of BYOD (Bring Your Own Device) for learning and teaching in higher education: Teachers' perspectives
The Internet and Higher Education
Use of clickers vs. mobile devices for classroom polling
Computers & Education
Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data
Computers & Education
The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis
Computers & Education
Mobile-assisted language Assessment: Assessing speaking
Computers in Human Behavior
The design and evaluation of a computerized adaptive test on mobile devices
Computers & Education
The wear out effect of a game-based student response system
Computers & Education
Review of trends from mobile learning studies: A meta-analysis
Computers & Education
Mobile apps for science learning: Review of research
Computers & Education
NMC horizon report: 2017 higher education edition
The effect of authentic m-learning activities on student engagement and motivation
British Journal of Educational Technology
The Use of mobile devices in high-stakes remotely delivered assessments and testing
International Journal of Selection and Assessment
Partnership for 21st century skills
Formative assessment in the learning and teaching of design and technology
Design and Technology Education: International Journal
Evaluation of mobile assessment in a learning management system
British Journal of Educational Technology
Performance, assessment and communication in one app: Mobile tablet assessment is here to stay
eCULTURE
Tablet-based math assessment: What can we learn from math apps?
Educational Technology & Society
Integration of mobile AR technology in performance assessment
Educational Technology & Society
Review of mobile learning trends 2010-2015: A meta-analysis
Educational Technology & Society
To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets
British Journal of Educational Technology
The integration of print and digital content for providing learners with constructive feedback using smartphones
British Journal of Educational Technology
A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings
Australasian Journal of Educational Technology
Cited by (81)
REMOTE: First insights into assessing and evaluating remote learning practices in STEM
2024, Procedia Computer SciencePrerequisites for teachers’ technology use in formative assessment practices: A systematic review
2023, Educational Research ReviewEffects of multimedia on psychometric characteristics of cognitive tests: A comparison between technology-based and paper-based modalities
2023, Studies in Educational EvaluationAn exploration of instructional behaviors of a teacher in a mobile learning context
2023, Teaching and Teacher EducationDevelopment and application of a mobile-based multimedia nursing competency evaluation system for nursing students: A mixed-method randomized controlled study
2022, Nurse Education in PracticeCitation Excerpt :Although there are predictions that the scope of application of mobile-based tests will continue to expand, most studies have only evaluated their effectiveness. Nikou and Economides (2018) also remarked the lack of studies providing a clear standard for the development of mobile-based tests. Therefore, this study aimed to develop a mobile-based, multimedia, nursing competency evaluation (NCE) system to assess nursing students’ clinical competency and verify its effectiveness.
A review on learning analytics in mobile learning and assessment
2024, Indonesian Journal of Electrical Engineering and Computer Science