A Systematic Review of Mobile-Based Assessment Acceptance Studies from 2009 To 2019

  • Ali Alrfooh
  • Muhammad Modi Lakulu
Keywords: Mobile-Based Assessment, Acceptance Studies, Systematic Review

Abstract

Despite many studies being conducted on mobile learning acceptance, few investigate mobile-based assessment acceptance. The objectives of this research are to provide valuable insights into current research on mobile-based assessment literature, and to identify the main gaps in the mobile-based assessment acceptance literature. Therefore, the present study systematically reviews 48 previous studies and eight articles related to mobile-based assessment acceptance to provide a comprehensive analysis of the articles published from 2009 to 2019. Findings indicate that majority of mobile-based assessment studies focused on evaluating the effectiveness and performance of mobile-based assessment system and conducted at the secondary school level. In addition, this study identified several gaps. Further research is needed to study the acceptance problem of a mobile-based assessment system. More investigation is required to predict which external factors that can enhance the acceptance and use of mobile-based assessment among students. The findings of this review study provide a valuable reference for researchers about the current trend of mobile-based assessment research as well as the research gaps that should be covered in future studies.

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Author Biographies

Ali Alrfooh

Department of Computing. Faculty of Arts, Computing and Creative Industry (FSKIK). Universiti Pendidikan Sultan Idris. Perak, Malaysia.

Muhammad Modi Lakulu

Department of Computing. Faculty of Arts, Computing and Creative Industry (FSKIK). Universiti Pendidikan Sultan Idris. Perak, Malaysia.

This is an open access article, licensed under CC-BY-SA

Creative Commons License
Published
        Views : 92
2021-06-23
    Downloads : 88
How to Cite
[1]
A. Alrfooh and M. M. Lakulu, “A Systematic Review of Mobile-Based Assessment Acceptance Studies from 2009 To 2019”, International Journal of Education, Science, Technology, and Engineering, vol. 4, no. 1, pp. 1-5, Jun. 2021.
Section
Articles