scholarly journals A comparative study between a computer-based and a mobile-based assessment

2019 ◽  
Vol 16 (4) ◽  
pp. 381-391
Author(s):  
Stavros A. Nikou ◽  
Anastasios A. Economides
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
User Experience ◽  
Summative Assessment ◽  
Assessment Practices ◽  
Content Type ◽  
Desktop Computers ◽  
System Usability ◽  
Computer Based ◽  
Experimental Group

Purpose The purpose of this study is to compare the overall usability and user experience of desktop computers and mobile-devices when used in a summative assessment in the context of a higher education course. Design/methodology/approach The study follows a between-groups design. The participants were 110 first-year undergraduate students from a European university. Students in the experimental group participated in the assessment using mobile devices, whereas students in the control group participated using desktop computers. After the assessment, students self-reported their experiences with computer-based assessment (CBA) and mobile-based assessment (MBA), respectively. The instruments used were the user experience questionnaire and the system usability scale. Findings Attractiveness and novelty were reported significantly higher in the experimental group (MBA), while no significant differences were found between the two groups in terms of efficiency, perspicuity, dependability and stimulation. The overall score for the system usability was not found to differ between the two conditions. Practical implications The usability and user experience issues discussed in this study can inform educators and policymakers about the potential of using mobile devices in online assessment practices, as an alternative to desktop computers. Originality/value The study is novel, in that it provides quantitative evidence for the usability and user experience of both desktop computers and mobile devices when used in a summative assessment in the context of a higher education course. Study findings can contribute towards the interchangeable usage of desktop computers and mobile devices in assessment practices in higher education.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

Layout Optimization for Online Questionnaires on Mobile Devices

2020 ◽  
Vol 12 (2) ◽  
pp. 1-21
Author(s):  
Helge Nissen ◽  
Monique Janneck
Keyword(s):  
Data Quality ◽  
Mobile Devices ◽  
User Experience ◽  
Processing Time ◽  
Experience Design ◽  
Time Data ◽  
User Experience Design ◽  
Online Study ◽  
Processing Times ◽  
Desktop Computers

Participants increasingly use mobile devices, especially smartphones, to fill out online questionnaires. However, standard questionnaire templates are often not optimized for presentation on smartphones, raising the question of whether an unfavorable layout may influence the survey results. In this study, interaction with questionnaires on different devices was investigated regarding processing time, data quality, and user experience of the questionnaire itself. Several standard and newly developed questionnaire layout templates were evaluated by means of an online study (N=301). Results show that processing times are higher on smartphones compared to desktop computers. However, there were no differences regarding data quality. The comparison of different mobile layouts among smartphone users revealed effects on processing time and user experience. Design recommendations are derived.

scholarly journals Using mobile learning and social media to enhance learner feedback

2017 ◽  
Vol 9 (1) ◽  
pp. 70-90 ◽  
Author(s):  
Mireilla Bikanga Ada ◽  
Mark Stansfield ◽  
Gavin Baxter
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Institution ◽  
Research Approach ◽  
Content Type ◽  
Media Applications

Purpose The purpose of this paper is to investigate an area of growing importance that is widely recognised in the literature relating to the issue of how to improve ways that assessments and feedback are provided to students within higher education. This paper reports on a study that aimed to explore the views of both educators (n=70) and students (n=540) on feedback and feed-forward at a UK university. The study also investigated their experience and attitudes to social media applications as a means of enhancing access to feedback within the context of mobile learning. Design/methodology/approach The research approach adopted in this study predominately conforms to a quantitative research design though embeds elements of qualitative research via a “mixed methods” approach. The overall methodology of the paper adheres to an exploratory case study in a higher education environment to identify various issues and approaches that could be addressed or enhanced to aid ways that assessments and feedback are disseminated to students within higher education. Findings Participants’ views were sought in relation to students receiving learning materials, as well as feedback from tutors directly to their smartphones and mobile devices. In addition, the study explored possible reasons for students not wanting to use social media and mobile devices for their learning and feedback. Overall, the results indicated a positive attitude on the part of educators and students to using mobile devices and social media applications for teaching and learning purposes. Research limitations/implications The case study presented in this paper draws on findings from one higher educational institution. Further research is required to determine the generalisability of the findings to allow comparison of the findings to be undertaken within other higher education institutions. Originality/value The originality of the paper is that it provides detailed empirical evidence and findings that provide several important implications in relation to enhancing the student learning experience and providing considerable improvements to the way that feedback is provided that make it more likely that students will take more notice to feedback and act upon it. This in turn enables educators to better plan and manage their teaching and student experience online and through students’ mobile devices. The value of this study is that it explores views of both educators and students, whereas many other previous studies tend to focus on the views of either educators or students.

The effectiveness of using blended learning teaching and learning strategy to develop students' performance at higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hisham Hanfy Ayob ◽  
Georgia Daleure ◽  
Nadia Solovieva ◽  
Wasif Minhas ◽  
Timothy White
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Strategy ◽  
Applied Mathematics ◽  
Basic Research ◽  
Content Type ◽  
Significance Level ◽  
Significant Difference ◽  
Colleges Of Technology ◽  
Experimental Group

PurposeThe research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates (UAE), through the answer to the following question: Is there a statistically significant difference at the significance level (a = 0.05) in students' achievements in general studies courses at higher education attributed to the method of teaching (blended learning, traditional).Design/methodology/approachThe research applied a Quasi-experimental. The current research used two groups experimental group and controlled group across two phases: pilot study and experimental study. Phase 1 examined the difference between the pilot group and the nonpilot group at Sharjah colleges across three different courses: Fundamentals of Applied Mathematics, Professional Communication and Reporting and Basic Research Methods during the spring semester 2019 at Sharjah colleges. Phase 2 examined the difference between the experimental group (using blended learning during summer 2019) and the controlled group (learned the same courses during summer 2018) across three different courses and the same three courses.FindingsThere is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Fundamentals of Applied Mathematics (LSM 1000) course between the experimental and controlled groups. There is a statistically significant difference at significance level (a = 0.05) in students' achievements in the Professional Communication and Reporting (LSC 1103) in favor of the experimental group course at higher education attributed to the method of teaching (blended learning, traditional). There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Basic Research Methods (LSS 1123) between the experimental and controlled groups.Research limitations/implications1. The study is limited to students of Higher Colleges of Technology in the UAE. 2. The study is limited to the General Studies Department at Higher Colleges of Technology. 3. The achievement test used in the study is a standardized test developed by the college.Originality/valueThis research considered the first research to discuss the effectiveness of using blended learning where three teaching strategies are combined together (normal face-to-face classes, flipped classroom and online face-to-face classes) in students' achievement at higher education in the UAE.

A cross-cultural study of students’ perceptions of assessment practices in higher education

2014 ◽  
Vol 7 (4) ◽  
pp. 293-315 ◽  
Author(s):  
Mahmoud F. Alquraan
Keyword(s):  
Higher Education ◽  
Rating Scale ◽  
Assessment Methods ◽  
Scale Model ◽  
Assessment Practices ◽  
Content Type ◽  
Cross Cultural Study ◽  
The Usa ◽  
Good Environment ◽  
Rating Scale Model

Purpose – This study aims to utilized the item response theory (IRT) rating scale model to analyze students’ perceptions of assessment practices in two universities: one in Jordan and the other in the USA. The sample of the study consisted of 506 university students selected from both universities. Results show that the two universities still focus on paper-pencil testing to assess students’ learning outcomes. The study recommends that higher education institutes should encourage their teachers to use different assessment methods to assess students’ learning outcomes. Design/methodology/approach – The convenience sample consisted of 506 selected university students from the USA and Jordan, and participants were distributed according to their educational levels, thus: 83 freshmen, 139 sophomores, 157 juniors and 59 seniors. (Note: some students from both universities did not report their gender and/or their educational level). The USA university sample consisted of 219 students from three colleges at a major university in the southeast of the USA studying for arts and sciences, education and commerce and business qualifications, of whom 43 were males and 173 were females. The study used the Students Perception of Assessment Practices Inventory developed by Alquraan (2007), and for the purpose of this study, the RUMM2020 program was used for its rating scale model. Findings – Both universities, in Jordan and the USA, still focus more on the developmental (construction of assessment tasks), organizational and planning aspects of assessment processes than they do on assessments of learning and assessment methods (traditional and new assessment methods). The assessment practices that are used frequently in both universities based on the teachers sampled are: “(I27) I know what to study for the test in this class”, “(I6) Teacher provides a good environment during test administration” and “(I21) My teacher avoids interrupting students as they are taking tests”. This indicates that teachers in the selected universities have a tendency to focus on the administrative and communicative aspects of assessment (e.g. providing a good environment during test administration) more than on using different assessment methods (e.g. portfolios, new technology, computers, peer and self-assessment) or even using assessment practices that help students learn in different ways (e.g. assessing students’ prior knowledge and providing written feedback on the graded tests). Originality/value – This is a cross-cultural study focus assessment of students learning in higher education.

Identifying the uses of mobile technology among Library and Information Science undergraduate students

2016 ◽  
Vol 50 (4) ◽  
pp. 417-430 ◽  
Author(s):  
Evgenia Vassilakaki ◽  
Valentini Moniarou-Papaconstantinou ◽  
Emmanouel Garoufallou
Keyword(s):  
Mobile Devices ◽  
Undergraduate Students ◽  
Mobile Technology ◽  
Information Science ◽  
Relevant Literature ◽  
Library Science ◽  
Library And Information Science ◽  
Academic Institutions ◽  
Content Type ◽  
Desktop Computers

Purpose Mobile technology has redefined the way people communicate and interact. In education, the number of academic institutions developing and offering mobile information services is growing steadily. The purpose of this paper is to identify the use of mobile technology by the Library Science and Information Systems undergraduate students in Greece. Design/methodology/approach A questionnaire was developed drawing from the relevant literature and sent to undergraduate students studying Library and Information Science during the 2014-2015 academic year. Findings It was found that students employed mobile phones for entertainment purposes whereas laptops and desktop computers for performing education-related tasks. Laptops and desktop computers were again mostly used to access library services, namely the OPAC, reference books, journals. Research limitations/implications Academic institutions need to offer services and adopt online learning platforms supported in mobile devices. Students from other disciplines and their acceptance of mobile technology should be explored. Originality/value This study identifies the specific mobile devices that students use to perform a variety of activities, educational and social, as well as the reasons for doing so.

A new interactive guiding system with social networking services at exhibitions

2014 ◽  
Vol 32 (2) ◽  
pp. 170-182
Author(s):  
Hsien-Tang Lin ◽  
Lawrence W. Lan
Keyword(s):  
Mobile Devices ◽  
Smart Phones ◽  
Qr Codes ◽  
Content Type ◽  
Tablet Pcs ◽  
System Usability ◽  
Smart Mobile ◽  
Guiding System ◽  
New System ◽  
Smart Mobile Devices

Purpose – The purpose of this paper was to develop a new interactive guiding system allowing people to use their own smart mobile devices, such as smart phones or tablet PCs, to activate the guiding services at the art gallery. The system provided interactions between visitors and exhibit items. It focused on the highly interactive functions between visitors and artworks authors as well as among visitors at both exhibition sites and social network sites (SNSs). Design/methodology/approach – The system used quick response (QR) codes as the context aware elements, Facebook as the platform of SNSs, and smart mobile devices as the human-machine interfaces. Visitors carrying their own smart phones or tablet PCs can activate the guiding services by scanning the QR codes of the interested exhibit items. A system usability scale (SUS) survey was conducted to understand the visitors' perceptions on system usability. A questionnaire survey was conducted to collect the visitors' and authors' attitudes on releasing messages through Facebook. Findings – The system was implemented at an art centre where lacquer artworks were on display. The SUS survey showed that 94 per cent of the participated visitors have satisfactorily rated this new guiding system, indicating rather high usability of the system. Most participated visitors agreed on Facebook as an ideal channel to release messages and they would pay more attention to the highly-recommended exhibit items. All the artworks authors consented to this new guiding system with potential power to disseminate their works over the cyberspace. Originality/value – This new system possesses some important features in blending real world and cyberspace activities. Visitors at exhibit sites can become more informed and captivated because the interactive guiding system enables them to share knowledge and commentary opinions with others who were, are or will be at the same exhibition. It also allows people to share with their cyberspace friends who may have no times or opportunities to visit the exhibition. Most importantly, the new system may immensely expand the number of potential visitors in ways to make the authors and their artworks rapidly recognized.

College-level mathematical modelling with mobile devices

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Spartak Sakibayev
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Mathematical Modelling ◽  
Mathematical Models ◽  
Mobile Devices ◽  
Design Methodology ◽  
College Level ◽  
Content Type ◽  
Desktop Computers ◽  
The Subject

PurposeThis work is devoted to increasing the effectiveness of a mathematical modelling lesson with the help of mobile devices. It verifies the authors' hypothesis which states that enabling students to solve mathematical models on mobile devices improves their academic results in the discipline.Design/methodology/approachThe paper describes an experiment conducted among 38 college students in an extracurricular mathematical club where they solved mathematical models with the help of their own smartphones. The authors describe the mathematical models assigned to students, analyse their academic performance and gather their opinions.FindingsThe usage of mobile devices in the mathematical modelling class positively affects students' scores and interest in the subject. The percentage of positive grades among students working on mobile devices is higher than among students working on desktop computers.Originality/valueThe authors discover that in the context of the college-level mathematical modelling course, mobile devices can be successfully used as an alternative replacement for traditional desktop computers.

The educational impact of using mobile technology in a database course in college

2019 ◽  
Vol 16 (4) ◽  
pp. 363-380 ◽  
Author(s):  
Spartak Sakibayev ◽  
Razakh Sakibayev ◽  
Bela Sakibayeva
Keyword(s):  
Academic Performance ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Mobile Apps ◽  
Positive Outcome ◽  
College Level ◽  
Content Type ◽  
Academic Activity ◽  
Desktop Computers ◽  
The Subject

Purpose Nowadays, when mobile devices are actively evolving and penetrating the various spheres of human activity they have a potential to modernize and facilitate the sphere of IT education as well. This paper aims to test the hypothesis stating that introduction of mobile technology to the college-level database course for future IT specialists has a positive academic impact on students. Design/methodology/approach The main theoretical premises for the present study were the general findings of the surveys by Hinze et al. (2017) and Bowen and Pistilli (2012) indicating that: using mobile tools to work on classroom projects improves student’s academic success students, especially those from computing specialties, actively turn to mobile tools in their academic activity students favor the Android and iPhone platforms and prefer native mobile apps to Web-based mobile apps The key idea of the present study was to validate these general premises in the specific case of the college-level database class. Namely, the authors formulated a hypothesis that Android-based mobile devices have a positive impact on the IT students’ academic performance and interest in the subject at the college-level introductory database lessons. Throughout the study, the authors examined both quantitative (students’ scores and attendance rate) and qualitative aspects (students’ and teachers’ opinions) of the hypothesis. Findings Based on the experiment’s positive outcome resulting in students’ increased academic performance and interest in the subject, the authors conclude that in the context of the college-level database course mobile devices can successfully substitute traditional desktop computers and positively affect students’ academic activity. Originality/value Based on the experiment’s positive outcome resulting in students’ increased academic performance and interest in the subject, the authors conclude that in the context of the college-level database course mobile devices can successfully substitute traditional desktop computers and positively affect students’ academic activity.

scholarly journals Using reflective, authentic assessments to embed employability skills in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Elizabeth Miller ◽  
Iro Konstantinou
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Authentic Assessment ◽  
Self Management ◽  
Assessment Practices ◽  
Content Type ◽  
Reflective Assessment ◽  
Authentic Assessments ◽  
Workplace Environments ◽  
Work Integrated Learning

PurposeReflection on performance and progress prepares students for workplace environments where self-management is expected, and yet this is something students are not often required to do formally in higher education (HE). This paper explores this gap in students' ability and seeks to address it through a reconsideration of summative assessment practices which, particularly in light of COVID-19, must align with the needs of graduates and their employers.Design/methodology/approachThe paper draws from data collected from the summative reflective assessment reports that degree apprentices (DAs) submitted during the final year of their Business Management degree while undertaking a problem-based module. We undertook a document analysis of these reports and used thematic analysis where we systematically looked for repeated themes in students' reflections.FindingsStudents problematise the skills needed during COVID-19, and beyond, both in their academic studies and the workplace. Authentic assessment provides opportunities for students to work on skills and projects which are relevant to them. Through reflective accounts of skills they developed, students were able to bridge academic and professional practice and identify areas of convergence. Students engaged with academic theories in a constructive and meaningful way which suggests that authentic reflective accounts as part of assessment have the potential to maintain academic rigour.Originality/valueSkills development can bring the workplace into HE in a meaningful and systematic way and this article provides guidance for those looking to introduce reflection on skills to other courses. We suggest how this model can be utilised across modules which do not have work-integrated learning in their delivery.

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