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Effects of Mobile Learning on Assessments in the Secondary Classroom

Sarah Hall

University of West Georgia

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Background

With the explosion of Bring Your Own Device (BYOD) policies entering classrooms

across the United States, technology is being brought into the classroom for free usage for

teachers and students. BYOD allows students to register their device with the school, agree to

terms and conditions set forth by school board, and use their personal device when appropriate

throughout the school day. Thus introducing mobile learning experiences as a new option for

teaching students. According to Bilos, Turkali, ad Kellic (2017), M-learning is a specific

learning environment that takes advantage of mobile technologies through handheld devices and

wireless networks. Because there is a constant push for more money to purchase new technology,

taking advantage of what the students are bringing to school could help in realigning the

spending. M-learning supports individualized learning by allowing students to learn at their own

pace while the situated component embodies the use of mobile devices to learn within a realistic

context (Bilos et al, 2017). Through mobile learning teachers can assess students using a variety

of online tools that not only covers the topics being addressed, but provides real time data

regarding performance as well as an interactive activity for the students participating.

Purpose

Students who are bringing mobile devices to school through a BYOD policy should have

the opportunity to fully experience mobile learning. The topic of the research study will be the

mobile learning integration in the secondary classroom. The purpose of this study is to use

specific online or mobile assessment tools in the classroom and review the results of

achievement compared with a class that does not use online or mobile assessment tools. The

research will answer the following questions:

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Does the integration of mobile devices in the secondary classroom positively impact

student achievement?

Are assessments methods that are technology-based more beneficial for student learning

than paper-based assessments?

How can a teacher use mobile assessments more effectively in the secondary classroom?

The goals of this study are to better understand if testing using a mobile format is more

interactive, engaging, and helpful for students achievement. My hypotheses is that for general

education and gift education students assessments scores collected through mobile assessments

will be higher than that of the traditional method. The researcher will examine the effects that

testing using a mobile format has on assessment scores as compared to those students who

completed a traditional paper test. The best type of study is through quantitively data gathering.

Each set of students will complete a pre and post test over the curriculum covered in each unit. A

survey will be given at the end of the study addressing students feelings based on the type of

assessment they completed. Thus making this research a mixed-methods design.

Literature Review

It is necessary for students in todays times to be actively engaged in the learning.

Students today have real time information at their fingertips. A simple search will wield any bit

of information the user is seeking. It is vital that educators have a grasp on how to properly use

mobile learning experiences in the classroom. This article also approached how often students

are using technology for instructional use, benefits and barriers to usage as well as preferences

when using technology for learning.

In the article, A Review of Models and Frameworks for Designing Mobile Learning

Ching and Hsu explore how students can use their devices to have enriched learning experiences.
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The ease of mobility provided by the devices students are bringing to school allows for learning

anywhere there is Internet connection. Learning does not have to take place only within the four

walls of the classroom, but can be continued at home or elsewhere in the school. Game-based

learning and social media usage are also discussed as an opportunity of mobile learning

experiences. This article also provided a table with research from 2006-2013 that were studied in

which models and frameworks to use in designing mobile learning. Mobile learning experiences

are not a one size fits all approach, but rather an individualized, by teacher, approach. This

article also did not provide data as to what worked, but simply discussed what other researchers

had found as being useful in implementation of mobile learning. According to Bogdanovic,

Barac, Popovic, Jovanic and Radenkovic (2014), assessment was recognized as a suitable

activity for introducing mobile technologies in learning.Chen (2010) proposed a model for

mobile-based assessment and its implementation in a learning environment. The study results

suggested that the mobile technologies were suitable for self- and peer-assessment. Bogdanovic

(et.al, 2014) provides the following information regarding when quizzes present an appropriate

learning activitiy for delivery on mobile devices including content and presentation form of a

quiz can be easily controlled, the quiz has been proven as a suitable activity for assessment, as

well as an appropriate method for collecting information about students knowledge and the

quizzes are widely used in all existing e-learning environments and have a high impact on the

students final marks.

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Bilo, A., Turkalj, D., & Keli, I. (2017). Mobile Learning Usage and Preferences of Vocational

Secondary School Students: The cases of Austria, the Czech Republic, and Germany. Our

Economy (Nase Gospodarstvo), 63(1), 59-69.

Baran, E. e. (2014). A Review of Research on Mobile Learning in Teacher Education. Journal Of

Educational Technology & Society, 17(4), 17-32.

Bogdanovi, Z., Bara, D., Popovi, S., Jovani, B., & Radenkovi, B. (2014). Evaluation of

mobile assessment in a learning management system. British Journal Of Educational

Technology, 45(2), 231-244. doi:10.1111/bjet.12015

Chen, C.-H. (2010). The implementation and evaluation of a mobile self- and peer-assessment

system. Computers & Education, 55, 1, 229236.

Hsu, Y., & Ching, Y. (2015). A Review of Models and Frameworks for Designing Mobile

Learning Experiences and Environments. Canadian Journal Of Learning And

Technology, 41(3).

Lai, C., Hwang, G., Liang, J., & Tsai, C. (2016). Differences between mobile learning

environmental preferences of high school teachers and students in Taiwan: a structural

equation model analysis. Educational Technology Research & Development, 64(3), 533-

554.