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

Fabrizio Di Meo*, Carmen Pilar Martí-Ballester

*Corresponding author for this work

Research output: Contribution to journalArticleTeaching

3 Citations (Scopus)

Abstract

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 Autonoma 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.Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence.

Original languageAmerican English
Pages (from-to)111-125
Number of pages15
JournalAustralasian Journal of Educational Technology
Volume36
Issue number1
DOIs
Publication statusPublished - 2020

Keywords

  • Mobile phones
  • Online quizzes
  • PLS-SEM approach
  • Self-assessment
  • Survey

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