An Architecture for Mobile-based Assessment Systems in Smart Learning Environments

Bacca, Jorge; Kinshuk, Kinshuk; Segovia-Bedoya, Daniel

doi:10.1007/978-981-13-6908-7_4

Cited by 5 publications

(18 citation statements)

References 4 publications

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“…It was used for the educational intervention. For technical details pertaining this application's architecture as well as detailed information about its functionalities, please refer to Bacca et al (2019). The application was developed as a formative assessment tool to help students practice six different types of questions that usually appear on the Cambridge Key English Test (KET) official exam (Cambridge, 2016).…”

Section: Methods and Research Designmentioning

confidence: 99%

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Student engagement with mobile‐based assessment systems: A survival analysis

Bacca‐Acosta

Avila

2020

Computer Assisted Learning

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Research on mobile-based assessment systems is still an emerging topic in the mobile learning field. Current research has demonstrated that the use of mobile-based assessment systems seems to have a positive impact on students' learning outcomes and motivation. The paper identifies some factors that influence student engagement with mobile-based formative assessment in a language learning course. Survival analysis of the interaction of N = 86 students from eight English as a Foreign Language (EFL) courses over 5 weeks showed that students with higher levels of self-reported effort and perceived importance engaged for longer periods of time. Perceived ease of use, perceived usefulness and behavioural intention to use were all predictors of the longer use of mobile-based assessment systems. We found that within the first 25-50 min of use, about half of the students might disengage from using a mobilebased assessment application.

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Section: Methods and Research Designmentioning

confidence: 99%

“…The authors developed a mobile-based assessment application called K-English(Bacca, Kinshuk, & Segovia-Bedoya, 2019). It was used for the educational intervention.…”

mentioning

confidence: 99%

Student engagement with mobile‐based assessment systems: A survival analysis

Bacca‐Acosta

Avila

2020

Computer Assisted Learning

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“…Smartphones play a key role in SLEs as they embed multiple sensors and actuators in just one device. For example, smartphones are used as clickers to complete questionnaires and assignments [26], [38]- [41]. Alternatively, smartphones are used to visualize learning contents [32], [42], [43].…”

Section: Characterization Of Slesmentioning

confidence: 99%

“…With respect to the concept of smart teacher, Preston et al [46] presented a kitchen equipped with cookware (smart [26], [32], [34], [38]- [43], [49]- [51] Smart classroom 9 (13.24%) [20], [33], [34], [44], [48], [52] objects), and high resolution screens. An avatar guided the user with audio messages to cook while learning the vocabulary in the selected foreign language.…”

Section: Characterization Of Slesmentioning

confidence: 99%

“…Likewise, SLEs might collect multiple samples along the learning activity to trace stakeholders' actions and reactions. Technology plays a key [19]- [22], [25]- [32], [38], [40], [41], [45]- [47], [49], [51], [53], [54], [56]- [60], [62]- [76] Traceable (tracking and monitoring features) 21 (30.88%) role in SLEs collecting contextual information, which could refer to [85]: (i) identification of the stakeholder (e.g., through face recognition, person identification) or an object (e.g., RFID); (ii) timestamp when learning activities are performed, to record the time where the learning activity is performed;…”

Section: B Technologies Involved In Slesmentioning

confidence: 99%

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Affordances and Core Functions of Smart Learning Environments: A Systematic Literature Review

Tabuenca

Serrano-Iglesias

Martín

et al. 2021

IEEE Trans. Learning Technol.

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Smart learning environments (SLEs) have gained considerable momentum in the last 20 years. The term SLE has emerged to encompass a set of recent trends in the field of educational technology, heavily influenced by the growing impact of technologies such as cloud services, mobile devices, and interconnected objects. However, the term SLE has been used inconsistently by the technology-enhanced learning (TEL) community, since different research works employ the adjective "smart" to refer to different aspects of novel learning environments. Previous surveys on SLEs are narrowly focused on specific technologies, or remain at a theoretical level that does not discuss practical implications found in empirical studies. To address this inconsistency, and also to contribute to a common understanding of the SLE concept, this paper presents a systematic literature review (SLR) of papers published between 2000 and 2019 discussing SLEs in empirical studies. Sixty eight papers out of an initial list of 1,341 papers were analyzed to identify: 1) what affordances make a learning environment smart; 2) which technologies are used in SLEs; and 3) in what pedagogical contexts are SLEs used. Considering the limitations of previous surveys, and the inconsistent use of the SLE concept in the TEL community, this paper presents a comprehensive characterization Manuscript sent for review July 30, 2020. Revised month day, year; Accepted month day, year. Date of publication month day, year.

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