Mobile Exam System – MES

Lu, Joan; Sundaram, Aswin; Meng, Zhaozong; Priya, Annu; Lu, Gehao; Stav, John B.

doi:10.4018/978-1-4666-0936-5.ch001

Cited by 8 publications

(3 citation statements)

References 24 publications

(12 reference statements)

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“…The results showed that using pedagogical approaches in mobile learning has an overall large effect size ( g = 0.93) on learning performance. This might be due to the various interactive and smart features provided by mobile devices that make teaching methods more innovative (Lu, 2012) and, consequently, achieve better learning performance. Particularly, PBL was the most effective pedagogical approach, as it achieved a huge ( g = 2.07) effect on learning performance.…”

Section: Discussionmentioning

confidence: 99%

Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis

Tlili,

Salha,

Garzón

et al. 2024

Computer Assisted Learning

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Background StudySeveral meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance.ObjectivesTo address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches.MethodsThe software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed.ResultsThe results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size.ConclusionsThe findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study.

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Section: Discussionmentioning

confidence: 99%

Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis

Tlili,

Salha,

Garzón

et al. 2024

Computer Assisted Learning

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“…Such traditional methods are the use of username/password, and/or the use of a card or badges. Other techniques depend upon biometric features which depend on unique features or characteristics owned by individual and differ them from the other, like finger print, face recognitions, DNA, Palm hand…etc., these features are distinctive and measurable [6] [23].…”

Section: Introductionmentioning

confidence: 99%

A proposed Iris Recognition Model for Authentication in Mobile Exams

Shdaifat

Obeidallah

Ghazal

et al. 2020

Int. J. Emerg. Technol. Learn.

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Mobile learning is an extended version of e-learning. The revolution of handheld devices had encouraged design courses to be compatible with different mobiles versions, brands and platforms. Mobile exams need more attention to strengthen mobile learning certificates. A major issue with mobile exam is student authentication and identification before and during exam session. With no presence of proctor, more techniques are available to ensure student identification. In this paper, we proposed a model that uses a traditional username and password in addition to the biometric iris recognition technique to verify student identity before and during mobile exams.

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“…Esta situación ha contribuido a la disminución del analfabetismo digital y al mejoramiento de las competencias digitales de los individuos (Kneidinger -Müller, 2019). Estos factores, que abarcan el desarrollo y la sofisticación de los dispositivos móviles como smartphones y tabletas, así como el fortalecimiento de las competencias digitales de las personas, han generado nuevas áreas de investigación en el ámbito de la formación (Lu, 2012;Parsons, 2012).…”

Section: Tecnología Aprendizaje Y Conocimientounclassified

Un enfoque neuroeducativo en la integración de tecnologías de Realidad Virtual en el desarrollo de juegos serios: caso de estudio en el ámbito de la Seguridad y Prevención de Riesgos Laborales.

Ferreira Cavalcanti

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ya que la mayoría de los usuarios solo miraron el pictograma del cartel, teniendo en cuenta la presión del tiempo.Como principales contribuciones, en primer lugar, hay que señalar que se ha desarrollado un entorno virtual inmersivo válido para mejorar el comportamiento del usuario en una situación de riesgo, así como para evaluar los impactos que elementos novedosos en la señalización pueden tener sobre ese comportamiento. Además, se ha desarrollado un protocolo guía para el diseño e implementación de señales de seguridad que permitan alcanzar un alto grado de eficacia en una situación de alta carga cognitiva y una serie de recomendaciones a seguir para el diseño de entornos virtuales gamificados con fines formativos en prevención de riesgos laborales.

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Mobile Exam System – MES

Cited by 8 publications

References 24 publications

Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis

Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis

A proposed Iris Recognition Model for Authentication in Mobile Exams

Un enfoque neuroeducativo en la integración de tecnologías de Realidad Virtual en el desarrollo de juegos serios: caso de estudio en el ámbito de la Seguridad y Prevención de Riesgos Laborales.

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