TY - CONF
T1 - Mobile-based assessment
T2 - 8th IEEE Global Engineering Education Conference, EDUCON 2017
AU - Nikou, Stavros A.
AU - Economides, Anastasios A.
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H. Schunk & B. J. Zimmerman (Eds.), New York: Lawrence Erlbaum; Chen, K.C., Jang, S.J., Motivation in online learning: Testing a model of self-determination theory (2010) Computers in Human Behavior, 26 (4), pp. 741-752; Sorebo, O., Halvari, H., Gulli, V.F., Kristiansen, R., The role of selfdetermination theory in explaining teachers' motivation to continue to use e-learning technology (2009) Computers & Education, 53 (4), pp. 1177-1187; Roca, J.C., Gagné, M., Understanding e-learning continuance intention in the workplace: A self-determination theory perspective (2008) Computers in Human Behavior, 24 (4), pp. 1585-1604; Kusurkar, R., Croiset, G., Autonomy support for autonomous motivation in medical education (2015) Medical Education Online, 20; Niemiec, C.P., Ryan, R.M., Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice (2009) Theory and Research in Education, 7, pp. 133-144; Hartnett, M.K., Influences that undermine learners' perceptions of autonomy, competence and relatedness in an online context (2015) Australasian Journal of Educational Technology, 31 (1); Reeve, J., Ryan, R.M., Deci, E.L., Jang, H., Understanding and promoting autonomous selfregulation: A self-determination theory perspective (2008) Motivation and Self-regulated Learning: Theory, Research, and Applications, pp. 223-244. , D. H. Schunk & B. J. Zimmerman (Eds.), New York: Lawrence Erlbaum; Milrad, M., Wong, L.-H., Sharples, M., Hwang, G.-J., Looi, C.-K., Ogata, H., Seamless learning: An international perspective on next generation technology enhanced learning (2013) Handbook of Mobile Learning, pp. 95-108. , Book chapter in Z. L. Berge & L. Y. Muilenburg (eds.). 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PY - 2017/6/8
Y1 - 2017/6/8
N2 - Mobile-based Assessment (MBA) is a relatively new delivery mode of assessment. MBA not only offers an alternative to web-based tests and quizzes that can be answered anytime and anywhere but it also introduces a new assessment paradigm offering adaptive, personalized, context-aware and ubiquitous assessment activities embedded in learning flow. However, for an effective use of MBA, instructional designers and educators need to be aware of its underpinning motivational dimensions and concepts. The current study proposes MBAMF, a Mobile-Based Assessment Motivational Framework based on the Self-Determination Theory (SDT) of Motivation. The framework aims to connect the basic SDT constructs with features offered by mobile-based assessment. For a preliminary evaluation of the model, a pilot study with 47 medical students in a near-patients clinical training environment was conducted. The study provides empirical evidence that fits into the proposed framework. Mobile-assisted assessment can effectively support the three basic psychological needs of SDT, namely perceived autonomy, competence and relatedness. The current work provides a foundation for further elaboration towards a more comprehensive motivational framework for mobile-based assessment. Implications are discussed. © 2017 IEEE.
AB - Mobile-based Assessment (MBA) is a relatively new delivery mode of assessment. MBA not only offers an alternative to web-based tests and quizzes that can be answered anytime and anywhere but it also introduces a new assessment paradigm offering adaptive, personalized, context-aware and ubiquitous assessment activities embedded in learning flow. However, for an effective use of MBA, instructional designers and educators need to be aware of its underpinning motivational dimensions and concepts. The current study proposes MBAMF, a Mobile-Based Assessment Motivational Framework based on the Self-Determination Theory (SDT) of Motivation. The framework aims to connect the basic SDT constructs with features offered by mobile-based assessment. For a preliminary evaluation of the model, a pilot study with 47 medical students in a near-patients clinical training environment was conducted. The study provides empirical evidence that fits into the proposed framework. Mobile-assisted assessment can effectively support the three basic psychological needs of SDT, namely perceived autonomy, competence and relatedness. The current work provides a foundation for further elaboration towards a more comprehensive motivational framework for mobile-based assessment. Implications are discussed. © 2017 IEEE.
KW - mobile-based assessment
KW - motivation
KW - self-determnation theory
KW - education computing
KW - engineering education
KW - assessment activities
KW - clinical training
KW - instructional designer
KW - medical students
KW - psychological needs
KW - self-determination theories
KW - education
U2 - 10.1109/EDUCON.2017.7943051
DO - 10.1109/EDUCON.2017.7943051
M3 - Paper
SP - 1522
EP - 1526
Y2 - 25 April 2017 through 28 April 2017
ER -