Mobile-based assessment acceptance: A systematic literature review in the educational context

Abstract

In the digital transition that educational systems face today, changes in assessment processes and the use of mobile devices in classrooms are two of the main challenges for educational institutions. In this context, mobile-based assessment has become one of the essential fields in this new technology-mediated reality. A systematic literature review was conducted in nine databases to gather all the research focused on mobile-based assessment acceptance through eleven search strings with the most widely applied acceptance models in education. After obtaining 1,881 results and applying five exclusion and ten quality criteria, 15 publications focusing on this acceptance were obtained. The results show the initial state of the field, with most of its lines of research still to be explored. So far, the current acceptance models identified after the systematic literature review are primarily based on the Technology Acceptance Model in research conducted mainly with Higher Education students. This review has provided the field's current state, the analysis of the actual models, and the future challenges to place mobile-based assessment as a quality element in 21st-century educational systems. Future research may focus on active teachers or focus on other educational levels, identifying the relevant dimensions of the technology acceptance in each context, and proposing a general validated model.