Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses
Background Mobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student perform...
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Published in: | Journal of computer assisted learning 2023-06, Vol.39 (3), p.1017-1037 |
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Main Authors: | , , , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites |
Online Access: | Get full text |
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Summary: | Background
Mobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance.
Objectives
This study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language (EFL) courses in higher education.
Methods
A structural model based on hypotheses was validated using PLS‐SEM with data from the interaction of 127 students of eight EFL courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks. Automatic data collection in the application and self‐reported instruments were applied.
Results and Conclusions
Use of scaffolding mechanisms, time on‐task and reported effort are strong predictors of students' learning outcomes. The use of scaffolding strategies predicts students' time on‐task. The provision of corrective feedback is not a predictor of students' learning performance but predicts other constructs such as perceived usefulness and the behavioural intention to use.
Implications
Mobile‐based assessment systems should include scaffolding mechanisms and integrate strategies to increase the perceived relevance of the formative assessment activity to increase the student learning performance. Scaffolding mechanisms are also useful to increase the student time on‐task in the formative assessment activity. In mobile‐based formative assessment activities more elaborated forms of feedback other than corrective feedback are needed to increase student performance.
Lay Description
What is already known about this topic
Mobile‐based assessment increase students' learning outcomes and motivation.
Mobile‐based assessment provides some advantages with respect to other modes of assessment.
The determinants of mobile‐based acceptance have been identified.
What this paper adds
Scaffolding, time on‐task and reported effort are strong predictors of student performace.
The use of scaffolding strategies predicts students' time on‐task in mobile‐based formative assessment.
Simple corrective feedback might not be useful for increasing student performance in mobile‐based formative assessment.
Implications for practice and/or policy
Mobile‐based assessment systems should includ |
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ISSN: | 0266-4909 1365-2729 |
DOI: | 10.1111/jcal.12783 |