Mobile-based assessment: a literature review of publications in major referred journals from 2009 to 2018

Stavros A. Nikou, Anastasios A. Economides

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Mobile devices not only provide a medium for delivering personalized and context-aware learning but also facilitate the delivery of assessment activities anytime and anywhere. With the growing adoption of the Bring Your Own Device (BYOD) practices in education, Mobile-Based Assessment (MBA) is an emerging field in the context of mobile learning research. Although a considerable number of literature reviews exists about mobile learning, there is no such review study to provide insight into mobile-based assessment. The current study is a review of forty-three (43) articles about mobile-based assessment published in seven major educational technology research journals from January 2009 to February 2018. Major findings include that most mobile-based assessment studies focused on formative assessments with elementary students and in STEM subjects. Most of the reviewed articles reported a significant positive impact on student learning performance, motivation and attitudes. Moreover, the study identified several gaps in the mobile assessment literature. More research is needed to investigate issues and concerns related to negative perceptions against mobile assessment, especially form the teachers’ point of view. Also, a stronger alignment needs to be developed between student motivation and different mobile-based assessment practices. The study can be a valuable reference for educators and researchers working in the field of mobile-based assessment. © 2018 Elsevier Ltd
LanguageEnglish
Pages101-119
Number of pages19
JournalComputers and Education
Volume125
Early online date8 Jun 2018
DOIs
Publication statusPublished - 31 Oct 2018

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Students
Educational technology
Mobile devices
Education
literature
learning
learning performance
student
educational technology
educator
teacher
education

Keywords

  • feedback
  • mobile assessment
  • mobile devices
  • mobile learning
  • mobile-based assessment
  • e-learning
  • motivation
  • teaching
  • assessment activities
  • bring your own devices
  • context-aware learning
  • formative assessment
  • students
  • BYOD

Cite this

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abstract = "Mobile devices not only provide a medium for delivering personalized and context-aware learning but also facilitate the delivery of assessment activities anytime and anywhere. With the growing adoption of the Bring Your Own Device (BYOD) practices in education, Mobile-Based Assessment (MBA) is an emerging field in the context of mobile learning research. Although a considerable number of literature reviews exists about mobile learning, there is no such review study to provide insight into mobile-based assessment. The current study is a review of forty-three (43) articles about mobile-based assessment published in seven major educational technology research journals from January 2009 to February 2018. Major findings include that most mobile-based assessment studies focused on formative assessments with elementary students and in STEM subjects. Most of the reviewed articles reported a significant positive impact on student learning performance, motivation and attitudes. Moreover, the study identified several gaps in the mobile assessment literature. More research is needed to investigate issues and concerns related to negative perceptions against mobile assessment, especially form the teachers’ point of view. Also, a stronger alignment needs to be developed between student motivation and different mobile-based assessment practices. The study can be a valuable reference for educators and researchers working in the field of mobile-based assessment. {\circledC} 2018 Elsevier Ltd",
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Mobile-based assessment : a literature review of publications in major referred journals from 2009 to 2018. / Nikou, Stavros A.; Economides, Anastasios A.

In: Computers and Education, Vol. 125, 31.10.2018, p. 101-119.

Research output: Contribution to journalArticle

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