Mobile-based assessment: A literature review of publications in major referred journals from 2009 to 2018. (October 2018)

• Record Type: Journal Article
• Authors: Nikou, Stavros A.; Economides, Anastasios A.
• Is Part Of: Computers & education. Volume 125(2018)
• Page Start: 101
• Page End: 119
• Publication Date: 2018-10
• Subjects: Mobile learning -- Mobile devices -- Mobile-based assessment -- Mobile assessment -- Feedback -- Literature review; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2018.06.006
• Languages: English
• ISSNs: 0360-1315

Abstract

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. Highlights: Mobile assessment studies are popular in elementary schools for Science subjects. Most studies reported positive impact on learning performance and student attitudes. Studies reported a positive impact on learning motivation. More research is needed to investigate motivation related to mobile assessment. More research is needed to investigate negative perceptions towards mobile assessment.