Mobile-Based Assessment and Iranian College Students' Motivation, Self-efficacy, and Academic Performance
Abstract
Mobile learning can increase students' access to more affordable and quality college education for those living in remote areas. Even though the instructional aspect of mobile learning has received much attention, there has been limited consideration of the assessment aspect. The purpose of this qualitative study was to explore the perceptions of Iranian college students on the utilization of mobile devices as assessment tools and the influence it has on motivation, self-efficacy, and academic performance in their learning process. The conceptual framework of this study included the unified theory of acceptance and use of technology and Bandura's self-efficacy theory. Data were collected from 8 Iranian learners, studying at Tehran's universities, through semistructured, face-to-face interviews. The data were collected in Farsi, the native language of the participants. Data were hand coded, and data analysis included identifying codes, patterns, themes, and selected quotes, which were translated to English. The results of this study revealed that the participants had a positive attitude toward the utilization of mobile devices as assessment tools. The participants claimed that mobile devices made assessment convenient, accessible, and less stressful; however, they stated concerns with technical issues and lack of support networks. Most of the participants also indicated that utilizing mobile devices for assessment purposes positively influenced their motivation, self-efficacy, and academic performance. This research provides knowledge that administrators can use to assist Iranian learners throughout the country for equal opportunities to receive accessible and affordable college education.
