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A Comparative Study between a Computer-Based and a Mobile-Based Assessment: Usability and User Experience

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Title: A Comparative Study between a Computer-Based and a Mobile-Based Assessment: Usability and User Experience
Language: English
Authors: Nikou, Stavros A., Economides, Anastasios A.
Source: Interactive Technology and Smart Education. 2019 16(4):381-391.
Availability: Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Assisted Testing, Usability, Handheld Devices, Summative Evaluation, Undergraduate Students, Foreign Countries, Student Experience
Geographic Terms: Europe
DOI: 10.1108/ITSE-01-2019-0003
ISSN: 1741-5659
Abstract: Purpose: The purpose of this study is to compare the overall usability and user experience of desktop computers and mobile-devices when used in a summative assessment in the context of a higher education course. Design/methodology/approach: The study follows a between-groups design. The participants were 110 first-year undergraduate students from a European university. Students in the experimental group participated in the assessment using mobile devices, whereas students in the control group participated using desktop computers. After the assessment, students self-reported their experiences with computer-based assessment (CBA) and mobile-based assessment (MBA), respectively. The instruments used were the user experience questionnaire and the system usability scale. Findings: Attractiveness and novelty were reported significantly higher in the experimental group (MBA), while no significant differences were found between the two groups in terms of efficiency, perspicuity, dependability and stimulation. The overall score for the system usability was not found to differ between the two conditions. Practical implications: The usability and user experience issues discussed in this study can inform educators and policymakers about the potential of using mobile devices in online assessment practices, as an alternative to desktop computers. Originality/value: The study is novel, in that it provides quantitative evidence for the usability and user experience of both desktop computers and mobile devices when used in a summative assessment in the context of a higher education course. Study findings can contribute towards the interchangeable usage of desktop computers and mobile devices in assessment practices in higher education.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1229169
Database: ERIC
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  Data: Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
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  Data: 10.1108/ITSE-01-2019-0003
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  Data: Purpose: The purpose of this study is to compare the overall usability and user experience of desktop computers and mobile-devices when used in a summative assessment in the context of a higher education course. Design/methodology/approach: The study follows a between-groups design. The participants were 110 first-year undergraduate students from a European university. Students in the experimental group participated in the assessment using mobile devices, whereas students in the control group participated using desktop computers. After the assessment, students self-reported their experiences with computer-based assessment (CBA) and mobile-based assessment (MBA), respectively. The instruments used were the user experience questionnaire and the system usability scale. Findings: Attractiveness and novelty were reported significantly higher in the experimental group (MBA), while no significant differences were found between the two groups in terms of efficiency, perspicuity, dependability and stimulation. The overall score for the system usability was not found to differ between the two conditions. Practical implications: The usability and user experience issues discussed in this study can inform educators and policymakers about the potential of using mobile devices in online assessment practices, as an alternative to desktop computers. Originality/value: The study is novel, in that it provides quantitative evidence for the usability and user experience of both desktop computers and mobile devices when used in a summative assessment in the context of a higher education course. Study findings can contribute towards the interchangeable usage of desktop computers and mobile devices in assessment practices in higher education.
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