Stavros A. Nikou

Mobile-based assessment: Towards a motivational framework

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.

Measuring Student Motivation during The Hour of CodeTM Activities

The present study reports the experiences from the Hour of Code implementation in the context of two introductory Informatics courses, one in a high school level and one in a first-year University level. It explores learning motivation among 47 high school students and 51 first-year University level students, during their participation in the Hour of Code activity. The theoretical framework is Self-Determination Theory of Motivation. The theory distinguishes mainly four types of motivation, namely Intrinsic Motivation, Identified Regulation, External Regulation and Amotivation. Students were found to exhibit more self-determined types of motivation during the Hour of Code activities. Both groups found the activities to be attractive and useful. The results may be helpful to practitioners in order to design more intrinsically motivated educational scenarios when modeled appropriately.

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

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.

Motivating students with Mobiles, Ubiquitous applications and the Internet of Things for STEM (MUMI4STEM)

The special track “Motivating students with Mobiles, Ubiquitous applications and the Internet of Things for STEM (MUMI4STEM)”, within the “EDUCON20I7 IEEE Global Engineering Education Conference”, integrates two main areas of interest in STEM education: I) motivating students with mobile devices and 2) exploiting ubiquitous computing and the Internet of Things. Following the growing interest of the educational and research community towards fostering STEM education, this special session aims at promoting the discussion about the motivational aspects of mobile learning and the benefits of ubiquitous applications and the Internet of Things (IoT), with special focus on supporting STEM education.