Self-regulated Mobile Learning and Assessment: An Evaluation of Assessment Interfaces
| Autor: | Werner Anton Olivier, Jean H. Greyling, Melisa Koorsse |
|---|---|
| Rok vydání: | 2014 |
| Předmět: |
Knowledge management
lcsh:T55.4-60.8 Computer science Teaching method computer.software_genre lcsh:Technology lcsh:Education (General) Education lcsh:Technology (General) Computer Science (miscellaneous) lcsh:Industrial engineering. Management engineering Self-management lcsh:T58.5-58.64 Multimedia lcsh:T lcsh:Information technology business.industry Educational technology Assessment for learning Learning sciences Principles of learning Active learning lcsh:T1-995 lcsh:L lcsh:L7-991 business Mobile device computer lcsh:Education |
| Zdroj: | Journal of Information Technology Education: Innovations in Practice, Vol 13, Pp 089-109 (2014) |
| ISSN: | 2165-316X 2165-3151 |
| DOI: | 10.28945/2087 |
| Popis: | Assessment for learning has an important role to play in self-regulated learning but the assessment interface can impact learner motivation and performance. Learners are able to assess their knowledge of learning content and, through repeated assessment and high-quality feedback, close the gap between their current performance and the performance goals of the assessment. Technology, specifically, mobile devices, provide learners with access to these assessments regardless of time or location. The widespread use and acceptance of mobile devices allow users in remote areas, where there is a lack of infrastructure and suitably qualified teachers, access to learning material and content. The challenge is to ensure the assessments are presented in such a way so that self-regulated learning is supported. In this study, two different multiple-choice assessment interfaces are presented to support the learning of secondary school mathematics and science content in South Africa using a Mxit application called MathWars. The two assessments methods were evaluated to determine how self-regulated learning principles are supported. The results of the study identify key findings with regards to learner motivation to retake assessments and the importance of identifying performance goals and access to solutions. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|