Email this article 
Psychology of Learning Relating to Assessment using Technology in Schools: A Prognostic Discourse
Abstract
The psychology of learning as it relates to the use of technology in schools for assessment purposes, is the focus of this study. The concept under investigation was examined using a descriptive survey research design type in the Abuja metropolis of Nigeria. The objective was to examine the impact of technology-based assessments on students' attitudes, motivation and learning outcomes. A researcher-designed questionnaire was used to collect data for this study. The questionnaire was both face and content validated by three lecturers from the Department of Educational Technology of the National Open University of Nigeria. The data was analyzed using descriptive statistical tools (frequency and percentages) after it had been carefully cleaned and coded. The study's findings revealed that technology-based assessments positively impact students' learning outcomes and provided more accurate and timely feedback to teachers and students. Also, it was discovered that the use of technology in assessments would be efficient in enhancing students’ engagement and motivation. It was also revealed that teachers’ attitude towards technology has a great impact on their instructional practices. This research contributes to understanding the psychology of learning in the context of technology-based assessments in schools, highlighting the benefits and challenges associated with their use.
Keywords
Full Text:
PDFReferences
Akhmedov, B. A. (2022). Analysis of the reliability of the test form of knowledge control in cluster education. Psychology and Education, 59(2), 403-418.
Aldhafeeri, F. M., & Alotaibi, A. A. (2022). Effectiveness of digital education shifting model on high school students’ engagement. Education and Information Technologies, 27(5), 6869-6891.
Al-Maqbali, A. H., & Raja Hussain, R. M. (2022). The impact of online assessment challenges on assessment principles during COVID-19 in Oman. Journal of University Teaching and Learning Practice, 19(2), 73-91.
Alsubhi, M. A., Sahari, N., & Wook, T. T. (2020). A conceptual engagement framework for gamified e-learning platform activities. International Journal of Emerging Technologies in Learning (iJET), 15(22), 4-23.
Barak, M., & Shahab, C. (2022). The conceptualization of critical thinking: Toward a culturally inclusive framework for technology-enhanced instruction in higher education. Journal of Science Education and Technology, 1-12.
Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi delta kappan, 92(1), 81-90.
Boronat-Navarro, M., Forés, B., & Puig-Denia, A. (2015, June). Assessment feedback in higher education: Preliminary results in a course of strategic management. In 1ST International Conference On Higher Education Advances (HEAD'15) (pp. 559-564). Editorial Universitat Politècnica de València.
Budhwar, K. (2017). The role of technology in education. International journal of engineering applied sciences and technology, 2(8), 55-57.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
Fu, Q. K., Zou, D., Xie, H., & Cheng, G. (2022). A review of AWE feedback: Types, learning outcomes, and implications. Computer Assisted Language Learning, 1-43.
Hagos, T., & Andargie, D. (2022). Effects of technology-integrated formative assessment on students' retention of conceptual and procedural knowledge in chemical equilibrium concepts. Science Education International, 33(4), 383-391.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Kordrostami, M., & Seitz, V. (2022). Faculty online competence and student affective engagement in online learning. Marketing Education Review, 32(3), 240-254.
Lee, C. C., Hao, Y., Lee, K. S., Sim, S. C., & Huang, C. C. (2019). Investigation of the effects of an online instant response system on students in a middle school of a rural area. Computers in Human Behavior, 95, 217-223.
Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5) , 807-828.
Mohiuddin, M., Hosseini, E., Faradonbeh, S. B., & Sabokro, M. (2022). Achieving human resource management sustainability in universities. International Journal of Environmental Research and Public Health, 19(2), 1-19.
Nikou, S. A., & Economides, A. A. (2021). A framework for mobile-assisted formative assessment to promote students’ self-determination. Future Internet, 13(5), 1-15.
Panadero, E., & Lipnevich, A. A. (2022). A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review, 35, 1-22.
Pang, Y. (2022). The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement. Frontiers in Psychology, 13, 1-12.
Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158.
Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136-153.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press.
Sasan, J. M., & Baritua, J. C. (2022). Distance learning as a learning modality for education during the COVID-19 pandemic. Science and Education, 3(8), 35-44.
Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.
Shuttleworth, W. J. (2008). Evapotranspiration measurement methods. Southwest Hydrology, 7(1), 22-23.
Surahman, E., & Wang, T. H. (2022). Academic dishonesty and trustworthy assessment in online learning: a systematic literature review. Journal of Computer Assisted Learning, 38(6), 1535-1553.
Susilana, R., Dewi, L., Rullyana, G., Hadiapurwa, A., & Khaerunnisa, N. (2022). Can microlearning strategy assist students’ online learning. Jurnal Cakrawala Pendidikan, 41(2), 437-451.
Sweller, J., Ayres, P., Kalyuga, S., Sweller, J., Ayres, P., & Kalyuga, S. (2011). Measuring cognitive load. Cognitive load theory, 71-85.
Van Ginkel, S., Ruiz, D., Mononen, A., Karaman, C., De Keijzer, A., & Sitthiworachart, J. (2020). The impact of computer‐mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality. Journal of Computer Assisted Learning, 36(3), 412-422.
Wadaani, M. R. (2015). Teaching for creativity as human development toward self-actualization: The essence of authentic learning and optimal growth for all students. Creative Education, 6(07), 669-679.
Wang, Y., Luo, X., Liu, C. C., Tu, Y. F., & Wang, N. (2022). An integrated automatic writing evaluation and SVVR approach to improve students’ EFL writing performance. Sustainability, 14(18), 1-19.
Wang, Z., Gong, S. Y., Xu, S., & Hu, X. E. (2019). Elaborated feedback and learning: Examining cognitive and motivational influences. Computers & Education.136, 130-140.
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225.
Zen, W. L., Zukdi, I., Zulfahmi, Z., & Trinova, Z. (2022). Implementing Information and Communication Technology-Based Learning (ICT-Based Learning) Models to Increase Student Learning Motivation. Society, 10(2), 480-491.
DOI: https://doi.org/10.17509/pdgia.v21i2.60755
Refbacks
INDEXED BY
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License