Self-Regulated Mobile Learning and Assessment: An Evaluation of Assessment Interfaces

Assessment for learning has an important role to play in self-regulated learning but the assessment interface can impact learner motivation and performance. Learners are able to assess their knowledge of learning content and, through repeated assessment and high-quality feedback, close the gap betwe...

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Bibliographic Details
Published in:Journal of Information Technology Education. Innovations in Practice 2014, Vol.13, p.89-109
Main Authors: Koorsse, Melisa, Olivier, Werner, Greyling, Jean
Format: Article
Language:English
Subjects:
Computer Interfaces
Computer Oriented Programs
Educational Technology
Evaluation Methods
Foreign Countries
Mathematics Instruction
Multiple Choice Tests
Science Instruction
Secondary School Mathematics
Secondary School Science
Self Management
South Africa
Student Centered Learning
Student Motivation
Technology Uses in Education
Telecommunications
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Summary:Assessment for learning has an important role to play in self-regulated learning but the assessment interface can impact learner motivation and performance. Learners are able to assess their knowledge of learning content and, through repeated assessment and high-quality feedback, close the gap between their current performance and the performance goals of the assessment. Technology, specifically, mobile devices, provide learners with access to these assessments regardless of time or location. The widespread use and acceptance of mobile devices allow users in remote areas, where there is a lack of infrastructure and suitably qualified teachers, access to learning material and content. The challenge is to ensure the assessments are presented in such a way so that self-regulated learning is supported. In this study, two different multiple-choice assessment interfaces are presented to support the learning of secondary school mathematics and science content in South Africa using a Mxit application called MathWars. The two assessments methods were evaluated to determine how self-regulated learning principles are supported. The results of the study identify key findings with regards to learner motivation to retake assessments and the importance of identifying performance goals and access to solutions.
ISSN:2165-3151
2165-316X
DOI:10.28945/2087