Mobile-based assessment: an exploration of acceptance and motivation factors ; Αξιολόγηση μαθητών με τη χρήση κινητών συσκευών: διερεύνηση παραγόντων αποδοχής και κινήτρων

This thesis introduces, for the first time, acceptance models for mobile-based assessment from both students’ and teachers’ perspectives. The thesis also investigates motivational issues associated with mobile-based assessment and suggests, for the first time, a comprehensive theoretical framework about student motivation in mobile-based assessment. The experimentally evaluated proposed acceptance models are: (i) the Mobile-Based Assessment Acceptance Model (MBAAM) that explains and predicts students’ Behavioral Intention to Use mobile-based assessment in terms of Perceived Ease of Use and Perceived Usefulness and the constructs of Facilitating Conditions, Social Influence, Mobile Device Anxiety, Personal Innovativeness, Mobile-Self-Efficacy, Perceived Trust, Content, Cognitive Feedback, User Interface and Perceived Ubiquity Value; (ii) the Teachers’ Acceptance of Mobile-Based Assessment (TAMBA) model that explains and predicts teachers’ Behavioral Intention to Use mobile-based assessment in terms of Perceived Ease of Use, Perceived Usefulness and the constructs of Social Influence, Facilitating Conditions, Mobile Self-Efficacy and Output Quality; (iii) the Mobile Based Assessment - Motivational and Acceptance Model (MBA-MAM) that introduces into the Technology Acceptance Model the constructs of autonomy, competence and relatedness from the Self-Determination Theory of Motivation. The firstly introduced model explains and predicts Behavioral Intention to Use mobile-based assessment in terms of students’ perceived autonomy, competence and relatedness and also in terms of the features of mobile technologies, user profile, educational content and instructional methods used. This thesis also provides evidence for the impact of mobile-based assessment on student motivation: (i) mobile-based homework self-assessments, in comparison to conventional paper-based assessments, have a positive impact on the motivation and performance of low achieving students; (ii) mobile-assessment micro-learning and assessment enhances ...