An experiment for improving students performance in secondary and tertiary education by means of m-learning auto-assessment

  • Authors:

  • Luis de-Marcos;José Ramón Hilera;Roberto Barchino;Lourdes Jiménez;José Javier Martínez;José Antonio Gutiérrez;José María Gutiérrez;Salvador Otón

  • Affiliations:

  • Computer Science Department, University of Alcalá, Ctra Barcelona km 33.1, 28871 Alcalá de Henares, Madrid, Spain;Computer Science Department, University of Alcalá, Ctra Barcelona km 33.1, 28871 Alcalá de Henares, Madrid, Spain;Computer Science Department, University of Alcalá, Ctra Barcelona km 33.1, 28871 Alcalá de Henares, Madrid, Spain;Computer Science Department, University of Alcalá, Ctra Barcelona km 33.1, 28871 Alcalá de Henares, Madrid, Spain;Computer Science Department, University of Alcalá, Ctra Barcelona km 33.1, 28871 Alcalá de Henares, Madrid, Spain;Computer Science Department, University of Alcalá, Ctra Barcelona km 33.1, 28871 Alcalá de Henares, Madrid, Spain;Computer Science Department, University of Alcalá, Ctra Barcelona km 33.1, 28871 Alcalá de Henares, Madrid, Spain;Computer Science Department, University of Alcalá, Ctra Barcelona km 33.1, 28871 Alcalá de Henares, Madrid, Spain

  • Venue:
  • Computers & Education
  • Year:
  • 2010

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Abstract

Mobile learning is considered an evolution of e-learning that embraces the ubiquitous nature of current computational systems in order to improve teaching and learning. Within this context it is possible to develop mobile applications oriented to learning, but it is also important to assess to what extent such applications actually work. In this paper we present a new tool designed to reinforce students' knowledge by means of self-assessment. Improvement in student achievement was evaluated and an attitudinal survey was also carried out to measure student attitudes towards this new tool. Three different experimental groups were selected for this research, with students aged from 14 to 21 years old, including high-school and university students. Results show that this kind of tool improves student achievement, especially amongst younger learners, with a relatively low impact on current teaching activities and methodology.