Using Wearable Devices in Educational Assessment: Smartphone Exams (original) (raw)
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Using Wearable Devices in Educational Assessment: Smartphone Exams, Wearable Devices
Intech open, 2019
We are residing in a planet where technology is contemporary in our life routines. Today, smartphones are one of the vastest revolutions in individuals’ lifespans. Smartphones are becoming increasingly popular, both in formal and informal educational environments. This chapter discusses the benefits and obstacles in using smartphones as an assessment tools and it compares the achievement of exams delivered via smart phones to paper-based exams. The result of the study indicates that; there was a significant difference between three groups of English Paper Exams, however there was not any significant difference between these groups on English Language Mobile Exams.
Using mobile phones for educational assessment
In Yan, Z. (Ed). Encyclopedia of Mobile Phone Behavior,Hershey, PA: IGI Global., 2015
Mobile assessment (m-assessment) is a natural extension of incorporating technology into educational assessment. M-assessment is an emerging area as first known studies were published in 2005. Although it is a new area, scholars from all around the world showed interest and examined delivery and effects of m-assessment. Current scientific knowledge encompasses the use of m-assessment in various contexts including mobile environment, classroom, work based settings, informal learning settings, and distance education. Current studies also reported effects of m-assessment on student achievement and attitude as well as advantages and concerns regarding administration of m-assessment. The chapter concludes with stating future directions in four areas including extending the purpose of m-assessment, extending the context in which m-assessment can be used, improving delivery of m-assessment, and advancing research to evaluate effects of m-assessment.
Using Mobile Phones for Assessment in Contemporary Classrooms
Handbook of Research on Mobile Learning in Contemporary Classrooms, 2000
The main focus of this chapter will be using mobile assessment (m-assessment) for teaching and learning in formal and informal education. M-assessment has been handy for improving learning realized in traditional and contemporary classrooms such as digital classrooms, informal and formal learning settings, professional development settings, and anywhere that learning happens. M-assessment has increased accessibility anywhere, anytime, and by anyone. Moreover, m-assessment contributed to assessment practice by changing how information is collected and providing various mobile formative and summative assessment tools. Effectiveness of m-assessment for improving learning will be discussed by examining evidences regarding learning achievement, student engagement, and cognitive load. Various challenges of using m-assessment were highlighted. Suggestions for overcoming such challenges and using m-assessment effectively were provided under two headings: (a) smart use and (b) smart design of m-assessment. Future research directions were described.
Advancing Mobile Learning in Contemporary Educational Spaces, 2019
This chapter focuses on using mobile assessment (m-assessment) for teaching and learning in formal and informal education settings. M-assessment has been helpful in making traditional classrooms more interactive and support the individual and class cognitive wealth. Unique affordances of m-assessment can also extend its benefits to digital classrooms, informal and formal learning settings, professional development settings, and other places where learning happens. M-assessment has increased accessibility to assessment, making it available anywhere, anytime, and to anyone.
Ch6Using mobile phones for assessment in contemporary classrooms
The main focus of this chapter will be using mobile assessment (m-assessment) for teaching and learning in formal and informal education. M-assessment has been handy for improving learning realized in traditional and contemporary classrooms such as digital classrooms, informal and formal learning settings, professional development settings, and anywhere that learning happens. M-assessment has increased accessibility anywhere, anytime, and by anyone. Moreover, m-assessment contributed to assessment practice by changing how information is collected and providing various mobile formative and summative assessment tools. Effectiveness of m-assessment for improving learning will be discussed by examining evidences regarding learning achievement, student engagement, and cognitive load. Various challenges of using m-assessment were highlighted. Suggestions for overcoming such challenges and using m-assessment effectively were provided under two headings: (a) smart use and (b) smart design of m-assessment. Future research directions were described.
Sustainability, 2020
The number of mobiles surpassed the population of the planet in 2018. Without a doubt, they have become the tool of reference in our social life, as well as in our work and leisure, but in educational centers, they continue to be used inefficiently or are declared off limits to some classrooms. This study aims to establish the relationship that the use of mobile phones in secondary education schools may have in regard to the student’s academic performance. For this purpose, we will carry out a secondary exploitation of the Ministry of Education database for 2017 with the data of 1,887,027 students from 7381 compulsory secondary education schools in Spain. As a method of analysis, a multilevel correlation study is carried out. The results show a strong correlation between centers and territories that allow the usage of mobile devices in education and academic performance. Although the methodology that accompanies the use of the smartphone as an educational tool is very important, the...
A Smart Mobile Assessment Tool for Collecting Data in Large-Scale Educational Studies
Procedia Computer Science, 2018
Conducting scientific studies is an often frustrating and tedious task. To minimize recurring problems, such as lack of concentration or willingness to participate, and instead promote interest in the study, a smart mobile device assessment tool was developed focusing on educational studies. The tablet-based assessment tool offers a wide range of visual tasks that can be employed when conducting studies utilizing the European Framework of Visual Literacy (ENViL). Furthermore, the assessment tool is highly configurable in the field by using a centralized server and spreadsheet-based configuration files, thereby ensuring that no programming language is required to adapt the tasks on the mobile devices participating in the study. Finally, the presented framework and architecture adhere to the cross-platform and cross-device style and can be re-used and extended for any number of similar studies.
Smartphones and their role in the modern classroom
IJTHE • RITPU, 2018
Mobile and wireless technologies have reached such a high level of sophistication that, today, they can be more easily incorporated into teaching and learning processes. The purpose of this paper is to examine the extent to which present-day classes can benefit from the use of smartphones and mobile applications. To this end, a study looked at the experience of 204 ada University students in the Faculty of General education over two academic terms in a Writing and Information Literacy course. At the end of the academic year, the students filled out a survey. descriptive statistics, such as simple percentage mean and standard deviation, were used to analyze the data. The study reveals that smart-phone functions like note-taking, photos of the whiteboard and/or smartboard, video recordings, and the WhatsApp application can become an integral part of the modern classroom. The study also suggests that smartphone technology should be widely applied by university teachers/instructors and, in the future, may lead to certain changes in teaching methodology generally.
2016
Abstract—This paper describes the concept for a Web-based, database supported e-Learning Test, Examination and Assessment System, called TEASE, that can be used via the Internet and is therefore suitable for both local and remote examination preparation as well as for examination within lab courses (entry test) or during lectures (big online exams in lecture halls). Another topic of this contribution is the improvement of the mandatory authentication for a multitude of students during written examinations in large lecture halls – the usage of barcodes to register both the student as well as the issued exercise sheet of the exam. Index Terms—Assessment Systems, Blended Learning, Interactive Learning Environments, M-Learning, Web-