Mobile-devices are able to support a wide range of outdoor assessment activities. While there is a significant amount of research that investigates the acceptance of computer- based assessment from one side and the acceptance of mobile learning from the other, relatively few studies focus explicitly on the factors that influence the acceptance of Mobile-based Assessment. The current study implements a mobile-based outdoor educational activity in the city's Botanic Gardens during an environmental education project. 50 secondary school students participated in a mobileassisted assessment procedure using Quick Response (QR) - coding technology through their mobile devices. The study examines the impact of Perceived Mobility, Authentic Context and Interest/Enjoyment on students' Perceived Usefulness, Perceived Ease of Use and Behavioral Intention to Use Mobile-based Assessment. Partial Least Squares (PLS) was used for the data analysis. Results show that Perceived Mobility, Authentic Context and Interest/Enjoyment, Perceived Usefulness and Perceived Ease of Use are all significant determinants of Behavioral Intention to Use mobilebased assessment. Furthermore, the study examines the impact of using mobile devices during the learning activity on students' learning motivation. Implications for designing and implementing mobile-based assessment procedures are discussed.
|Number of pages||7|
|Journal||International Journal of Interactive Mobile Technologies|
|Early online date||1 Sep 2016|
|Publication status||E-pub ahead of print - 1 Sep 2016|
- mobile learning
- mobile-based assessment
- technology acceptance model