Abstract
Background
The widespread use of mobile devices among students favors the use of mobile learning scenarios at universities. In this study, we explore whether a time- and location-independent variant of a formative progress test has an impact on the students’ acceptance, its validity and reliability and if there is a difference in response processes between the two exam conditions.
Methods
Students were randomly assigned to two groups of which one took the test free of local or temporal fixations, while the other group took the test at the local testing center under usual examination conditions. Beside the generated test data, such as test score, time-on-test, and semester status, students also evaluated the settings.
Results
While there was no significant effect on the test score between the two groups, students in the mobile group spent more time on the test and were more likely to use the help of books or online resources. The results of the evaluation show that the acceptability among students is increased by a mobile version of the formative progress test.
Conclusions
The results suggest that the acceptance and motivation to participate in formative tests is enhanced by lifting local and temporal restrictions. The mobile version nonetheless does not have an impact on the students’ performance.
Disclosure statement
The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.
Additional information
Notes on contributors
Yassin Karay
Yassin Karay, Dr. rer. medic., holds a master’s degree in business economics. He works at the Dean’s Office for Student Affairs at the Medical Faculty of the University of Cologne and is responsible for controlling and quality management.
Birger Reiss
Birger Reiss holds a diploma in Regional Studies of Latin America and works as a coordinator for e-learning and e-assessment at the Faculty of Medicine of the University of Cologne.
Stefan K. Schauber
Stefan K. Schauber, Dr. rer. medic, is an Associate Professor at the Centre for Health Sciences Education, Faculty of Medicine, University of Oslo.