Dean's Office for Student Affairs, Faculty of Medicine, University of Cologne, Cologne, Germany.
Centre for Health Sciences Education, Faculty of Medicine, University of Oslo, Oslo, Norway.
Med Teach. 2020 Oct;42(10):1154-1162. doi: 10.1080/0142159X.2020.1798910. Epub 2020 Aug 7.
The widespread use of mobile devices among students favors the use of mobile learning scenarios at universities. In this study, we explore whether a time- and location-independent variant of a formative progress test has an impact on the students' acceptance, its validity and reliability and if there is a difference in response processes between the two exam conditions.
Students were randomly assigned to two groups of which one took the test free of local or temporal fixations, while the other group took the test at the local testing center under usual examination conditions. Beside the generated test data, such as test score, time-on-test, and semester status, students also evaluated the settings.
While there was no significant effect on the test score between the two groups, students in the mobile group spent more time on the test and were more likely to use the help of books or online resources. The results of the evaluation show that the acceptability among students is increased by a mobile version of the formative progress test.
The results suggest that the acceptance and motivation to participate in formative tests is enhanced by lifting local and temporal restrictions. The mobile version nonetheless does not have an impact on the students' performance.
学生中移动设备的广泛使用有利于在大学中使用移动学习场景。在这项研究中，我们探讨了形成性进展测试的时间和地点无关变体是否会影响学生的接受程度、其有效性和可靠性，以及在两种考试条件下的反应过程是否存在差异。
学生被随机分配到两个组，其中一组可以不受本地或时间限制地参加考试，而另一组则在通常的考试条件下在本地考试中心参加考试。除了生成的测试数据，例如测试分数、测试用时和学期状态外，学生还对设置进行了评估。
虽然两组之间的测试分数没有显著差异，但移动组的学生在测试上花费的时间更多，并且更有可能使用书籍或在线资源的帮助。评估结果表明，形成性进展测试的移动版本提高了学生的接受度。
结果表明，通过消除本地和时间限制，提高了学生对形成性测试的接受度和参与度。然而，移动版本并没有对学生的表现产生影响。
