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 perfor...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 3; pp. 1017 - 1038 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163886549&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163886549 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2023 vid: 39 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 163886549 161380908 163886549 163886549 10.1111/jcal.12783 163886549 ppf: 1017 ppct: 21 formats: tig: atl: Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses. aug: au: Bacca‐Acosta, Jorge Fabregat, Ramon Baldiris, Silvia Kinshuk Guevara, Juan affil: Faculty of Mathematics and Engineering, Fundación Universitaria Konrad Lorenz, Bogotá, Colombia sug: subj: Student Performance Appraisal Mobile Applications English as a Second Language Human Male Female Feedback Models, Structural Formative Evaluation Research Anxiety Learning Methods Summative Evaluation Research Academic Performance Male Female ab: 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 include scaffolding mechanisms to increase student learning performance.More elaborated forms of feedback other than corrective feedback are needed in mobile‐based assessment.Scaffolding mechanisms increase student time on‐task in mobile‐based formative assessment. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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