The impact of paper-based, computer-based and mobile-based self-assessment on students' science motivation and achievement

Stavros A. Nikou, Anastasios A. Economides

Research output: Contribution to journalArticlepeer-review

49 Citations (Scopus)


The present study focuses on the implementation of a self - assessment procedure in a Physics class, extended during a seven weeks period in a European secondary level school. The researchers used three modes of assessment based on paper and pencil, computer-web and mobile devices respectively. The aim of the study is to investigate the effect of each mode of assessment on students' motivation and achievement. Analysis of pre- and post-motivation tests revealed a more positive motivational orientation of students towards computers and mobile devices as assessment delivery mediums. Also, student evaluation implemented after the phase of the experimental procedure showed a significant increase in learning achievement for low-achieving students who participated in the mobile-based and computer-based assessment. The positive effects of computers and mobile devices on students' learning motivation suggest that they can be used as a promising alternative to paper and pencil assessment procedures.
Original languageEnglish
Pages (from-to)1241-1248
Number of pages8
JournalComputers in Human Behavior
Issue numberPart B
Early online date9 Oct 2015
Publication statusPublished - 2016


  • computer-based assessment
  • mobile learning
  • mobile-based assessment
  • motivation
  • self-assessment
  • STEM
  • computer aided analysis
  • education
  • mobile devices
  • students

Cite this