Effects of the perceptions of online quizzes and electronic devices on student performance

Meo, Fabrizio Di and Martí­-Ballester, Carmen-Pilar (2020) Effects of the perceptions of online quizzes and electronic devices on student performance. Australasian Journal of Educational Technology, 36 (1). pp. 111-125. ISSN 1449-5554

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Official URL: https://ajet.org.au/index.php/AJET/article/view/48...


This study assessed how students' perceptions of online quizzes and the use of three electronic devices to solve them affected their performance. A sample of 208 students enrolled in an introductory accounting course at the Universitat Autònoma de Barcelona completed online quizzes as part of their evaluation and filled in a questionnaire on their perceptions of such quizzes and the electronic devices they used to do them on. Their scores were collected both for the online quizzes and their examinations, and the data were then analysed using a partial least square structural equation model. Findings suggest that a positive perception of online quizzes positively affected students' examination scores, but not their scores for the online quizzes. The findings also indicate that, while positive perceptions of computers and tablet PCs for doing online quizzes did not affect students' examination scores, those who reported positive perceptions of the use of mobile phones for online quizzes obtained significantly lower examination scores than their peers. Finally, perception of the use of any electronic device did not affect students' scores for online quizzes. Implications for instructors, faculty administrators, and students are provided based on the results.

Item Type: Article
Additional Information: In this study, online quizzes on the Moodle platform were implemented for each topic of the Introduction to Accounting course at the Universitat Autònoma de Barcelona during the second term of the 2015–2016 academic year. In addition, students’ perceptions of online quizzes for continuous assessment, and of electronic devices to do online quizzes, were obtained through a survey distributed at the end of the course. Participants who scored best at online quizzes also obtained significantly better examination scores (hypothesis H3). This positive association was obtained regardless of whether students used online multiple-choice questions to check their knowledge or to study the content of an accounting topic.
Uncontrolled Keywords: Moodle, mobile phones, online quizzes, PLS-SEM approach, self-assessment, survey
Subjects: Education (General) > Higher education
Educational technology > Electronic assessment
Divisions: Higher education, Universities, Vocational training, Colleges
Depositing User: Elizabeth Dalton
Date Deposited: 31 Jan 2020 19:09
Last Modified: 31 Jan 2020 19:21
URI: http://research.moodle.org/id/eprint/479

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